ainin 
The 
Senses 




The ■ 
Child's || 
Memory 



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This book is published as a Supplement to 

The Natural Method of Memory Training 

By 

The Memory Institute 

116 So. Michigan Avenue 
CHICAGO 



JUL -2 I9f8 

Copyright 1918 by 
WM. E. MILLER 

All rights reserved 

;U 4 99 53 4 



A Firstt Word 



MEMORY is the foundation or basis of all mental 
capacity, and a factor in all mental operations. It 
contributes to and influences all thoughts, decisions and 
actions. It is also the faculty that wields greatest influ- 
ence in establishing character and determining personal- 
ity. The greatest need in educational endeavor is Mem- 
ory Training. The lack of it is the cause back of the 
difficulties and wastes of student life. 

The difference in the success and usefulness of indi- 
viduals is not a matter of natural endowment, half as 
much as the use they make of the endowments which 
tiiey have. You have never found a person who had any 
senses which you do not possess. You have found many, 
however, who have learned to make better use of them. 
The quantity or quality of the endowment of normal 
children need not worry you. The greater question is, 
how much you will help them in learning to use and 
develop what they have. ' It is well for you to consider 
a statement of the late Dr. James, of Harvard, when he 
said : "The average business man uses less than 25 per 
cent, of his native mental capacity/' This is true — not 
because we wish to be wasteful or negligent, but because 
of a lack of knowledge of how to properly use our mental 
equipment. This can be overcome only by becoming 
expert in the use of our faculties. 

Page Three 



This Supplement is prepared for the purpose of giving 
DEFINITE INSTRUCTIONS to help all adults to over- 
come this handicap, and, especially, in the hope that 
parents will use it in the training of their children. As 
most of us are more interested in helping children than 
in training ourselves, the exercises and games in this 
Supplement are described with reference to use in child- 
training. They are just as practical and available for 
adults as for children. Try some of them, and prove to 
yourself how greatly you need such training. The person 
who will devote a few minutes a day to learning how to 
use his senses and faculties along the lines suggested 
in this Supplement will gain rapidly in the use and 
control of his mind, and especially in the ease and ac- 
curacy with which he can use his Memory. 

The young child has little conception of the import- 
ance of Memory. Do not use your time trying to im- 
press the value of Memory upon it, but rather in helping 
it to do the things which will result in the development 
of this faculty. By training the child's Memory, you can 
endow it with a knowledge and capacity which will be 
an ever-increasing source of profit, and for which it will 
never cease to thank you. 

To start your children in life with a trained 
and dependable memory is a greater endowment 
than a perfunctory education or even a fortune. 

Page Four 






This is not only your privilege, but your duty. The 
decision to do so must be yours. At first the principal 
effort and persistence must come from you. Follow 
carefully the instructions in this Supplement, and you 
will have no difficulty in accomplishing this desirable 
result. 

First, read the entire book to get the scope of the 
work; then, apply the ideas and exercises according to 
the age of the child. Let the children advance as rapidly 
as they can master the work. Do not over-urge them, 
or make the work tedious. Alcove all, see that the chil- 
dren understand the principle, and apply it to all of its 
activities. 

Memory is largely a habit. See to it that 
your children acquire this habit early. 

Let your effort be continuous and not spasmodic. 
Ten minutes . a day is far better than an hour once a 
week. Feel free to write for help or suggestions at 
any time. 

THE AUTHOR. 



Page Five 



Classification of Ages 

The following accepted classification of ages will be of 
considerable value to parents as a guide to the interests 
of their children. 

Kindergarten Age . . . 4 to 7 years 

Individualistic Age . . 7 to 10 years 

Ages of Cliques and Clubs, 10 to 13 years 

Age of Hero Worship . . 13 to 15 years 

Kindergarten Age — The age of physical activity — 
children play for the sake of play — do not care for the 
results — age of imitation of other people — imitative 
plays — construction — guessing — curiosity — pencil 
drawing — stories. 

Individualistic Age — Play centers more around the 
control of objects — child cares more for results — mus- 
cular skill — individual competition — interests are self 
centered. Interested in stories of dramatic action. Boys 
and girls become more divided in their interests — be- 
come more interested in making collections of different 
kinds — imitation of adult activities — and in nature 
studies. 

Age of Cliques and Clubs — Boys and girls are both 
interested in Cliques and Clubs often of the secretive 
kind. Their interest grows in physical skill — in puzzles 
and tricks. The pride for good work appears — also the 
desire for outings and camping. 

Age of Hero Worship — Hero worship and admira- 
tion for prowess is marked. Historical reading becomes 
of more interest. Boy Scouts and Camp Fire Girls are 
typical of the interests of this age. Interests of boys and 
girls will differ widely. Individual tendencies will now 
become more formed. 

Page Six 



Gn&ptar One 

The Principles of Memory 

There are certain psychological and fundamental prin- 
ciples which underlie the operations of the memory and 
which must, of necessity, be the foundation of all intelli- 
gent effort towards memory improvement. These prin- 
ciples, of course, are not new; they have been pretty 
thoroughly understood for generations. 

Most writers about Memory have confined themselves 
entirely to a statement of the principles and their neces- 
sity, without giving any practical help towards attaining 
the results desired. - 

The purpose of this chapter is to state, in as definite 
a manner as possible, what these necessary principles 
are, and to show how they have been the foundation of 
all that has gone before in The Natural Method of Mem- 
ory Training. 

Memory is the ability to make a strong impression 
upon the brain, and to recall it at will. This involves 
two mental processes; first, the making of a strong im- 
pression upon the brain ; second, the ability to recall it 
at will. 

Page Seven 



The first essential is the strong impression. We have 
learned in Lesson I that all impressions made upon the 
brain are placed there through the agency of the senses. 
Also, that the eye has been endowed by nature with the 
ability to make the strongest. This ability is duplicated 
in the mind's eye. For that reason, we have been using 
visualization or the mind's eye picture as the method by 
which we can most quickly and easily make the strongest 
possible impression upon the brain. 

The second essential is the ability to recall the im- 
pression at will. A strong one can be made upon the 
brain by a mind's eye picture, but if it is made without 
reference to any other knowledge or impression, it can- 
not be recalled at will. Recall is made possible through 
the law of ASSOCIATION. 

Professor Kay states that "association is merely the 
means by which what is in the memory is recalled and 
brought again before consciousness." 

In order to recall a fact, at will, it must be impressed 
upon the brain in association with some other fact. Two 
things must be placed in the mind together. One must 
be permanent or familiar knowledge, or an impression 
which will be present in the mind or surroundings when 
the other is to be recalled. 

In the visual exercise of Lesson i, in which a list of 
words was learned beginning with HUT, this principle 
was used. The strongest possible impression was made 
upon the brain by seeing the HUT. In a like manner, 

Page Eight 



the strongest impression of the WINE, by seeing the 
WINE, but if you wish to remember that the word 
WINE follows the word HUT, you must associate the 
two together, which we did by seeing them together in 
the same picture. This is an example of the two things 
impressed upon the mind at the same time. When you 
see the HUT, it brings the WINE. If you wish to recall 
what the word is which follows HUT, you merely see 
the HUT and the picture association — the fact that the 
two have been impressed upon the mind together — 
brings them back together. 

Reminder Pictures 

A simple and very practical application of the use 
of the visual faculty and the law of association is the 
making of a picture of the thing which you wish to do, 
in the place where you wish to be reminded of doing it. 
This principle can be applied to very simple errands as 
well as to very important ideas. The seeing of a pic- 
ture of the thing you wish to do is the forming of the 
strongest possible impression. By seeing this picture in 
the place where you wish to be reminded of it, you have 
associated it in your mind in connection with the thing 
which is to be used to bring the picture again into your 
consciousness. 

The latter half of the picture — the place in which 
you wish to be reminded of it — is the thing which you 
are using to bring back to your mind the thing you wish 
to do. It must be familiar, and at the same time a place 
or object which is going to be physically visible at the 
time you want to be reminded of doing this thing. 

Page Nine 



This principle can most easily be understood by the 
use of illustrations which are actual examples of how 
others have used the idea : Believing in the value of a 
glass of water taken before meals, one of the students 
made a picture of a large glass of water almost covering 
the entire table, and when coming to the table he saw 
himself spill this glass of water. The essentials are that 
you have two objects in the picture — one, the thing you 
wish to be reminded of doing; and the other, a familiar 
scene which you are going to see at the time. In this 
case, when the person sees the table, which is half of the 
picture, it brings back into consciousness the other part 
of the picture — the large glass of water. This imme- 
diately reminds him to drink the glass of water before 
sitting down to the meal. 

A lady had been forgetting to get out a certain rug 
which had been put away in a dark closet, and which 
she feared might be injured by moths if it was not gotten 
out, brushed and used. The rug was stored away in a 
certain closet upstairs. As is often the case in such cir- 
cumstances, she thought of this rug many times, but 
always when it was inconvenient to go and get it. She 
made a picture of the door of the closet in which the 
rug was stored, and also of herself passing this door; the 
door flew open and the rug jumped out into the hall at 
her feet. Later, when she was passing this closet door, 
the picture came back to her mind and she stopped, 
opened the door, took out the rug and attended to the 
matter which she had been forgetting. 

Vayc Ten 



A business man had been forgetting to telephone a 
business associate regarding a certain matter. He rnade 
a picture of the desk in his office; when he rolled up the 
top of the desk this friend jumped out and scared him. 
This picture was made in the library of his home in the 
evening. Next morning, when he saw the desk, the rest 
of the picture came back to his mind and he went at 
once to the telephone and attended to the matter. 

Pictures which are exaggerated, have strong motion, 
are unusual or even startling, are best for this reminder 
idea. The pictures must be seen clearly in the mind's 
eye, and the part of the picture which is used as the 
reminder must be something that you will see clearly 
at the time you wish to do the thing. Any simple or 
important matter can very easily be brought to mind at 
any time of the day by using this idea, which combines 
visualization and association. 

The same principle has been applied to the Hitching 
Post Idea in Lesson 2. The impressions of HUT, WINE, 
HAM, HARE, OWL, etc., have become familiar or per- 
manent knowledge. We wish to remember a list of 
groceries. We take the first of the list, butter, and im- 
press it upon the mind by a picture of the butter with the 
HUT. In this manner we make the visual association 
of th$ thing w,e wish to remember with some permanent 
knowledge — the picture of the HUT. 

The fact that these two have % been associated together 
in this way is the thing which makes it possible for us to 

Page Eleven 



recall the butter when we see the HUT. Notice here 
that a strong impression could be made of the butter 
alone, yet that impression is not one which you would 
be able to recall at will, but you can recall it when asso- 
ciated in your mind with the HUT. So you see the truth 
of Professor Kay's statement that "association is the 
means by which what is in the memory is recalled. " 

The same principle is involved again in the remem- 
bering of names and faces. We have a picture impres- 
sion upon the brain of the face which we call the Face 
Picture. When we hear the name, we make a picture 
impression of the name upon the brain, which we call 
the Name Picture. In order to be able to recall the name 
picture when the face is again brought before .us, we 
associate the two picture impressions together by seeing 
both in a mind's eye picture at the same time. It is the 
use of this law of association which makes it possible to 
recall the name when the face comes before us. 

The same principle is again used in the remembering 
of numbers. You have a familiar person or store in 
your mind ; it may be the grocery. You go to the tele- 
phone book and find that the number is 4715. The thing 
necessary to make it possible for you to remember this 
number is the making of a strong visual impression upon 
the brain, in which you associate the grocery with. 4715. 
The Number Code as given in Lesson 3 of the Memory 
Course is simply an aid, by means of which you are able 
to change the meaningless, inanimate digits of 4715 into 

Page Twelve 



an object which can easily be visually impressed upon 
your brain. The number 4715 can be represented by the 
two words "rag doll/ , and the visual impression of the 
grocery and the rag doll is a simple matter. You asso- 
ciate the two together in the mind by seeing them both 
in the same picture, and when you want to telephone the 
grocery, you see in the picture with the grocery the rag 
doll, which is translated into the 'phone number 4715. 

So, through all the lessons which have been given, 
you will find the same principles, that it is possible to 
remember when you make a strong impression upon the 
brain, associated with some other familiar knowledge, 
so that you can recall it at will. 

Attention and Concentration 

Everything you have read on the subject of Memory 
was full of strong assurances that you would never de- 
velop your memory except by developing Attention and 
Concentration. This is true; yet the thing lacking has 
not been the knowledge that you need to be able to pay 
attention and to concentrate, but some definite instruc- 
tion as to how you might be able to produce this de- 
sirable result. 

The success of this Natural Method of Memory 
Training is due to the fact that it has enabled you to 
produce spontaneous concentration in your mind. 

Page Thirteen 



To pay attention and to concentrate is to apply your 
mind to one thought or idea — to the exclusion of all 
else. This is the thing which has before been difficult 
and almost impossible. Real attention and concentration 
are merely the continuous application of the senses to 
the subject in mind — thus you will see that visualiza- 
tion, or the mind's eye picture which you have been 
taught to use, is the tool which produces this result. 

It makes possible the undivided attention of the 
strongest of the senses to the thing which is to be remem- 
bered — thus making the strongest possible impression. 
At the time you are making a picture of HUT and 
WINE, for example, you shut out all other thoughts and 
ideas from your mind. Your attention is centred upon 
these two objects. 

The value of EXAGGERATION, MOTION and 
THE UNUSUAL is that it prolongs the period of at- 
tention and concentration — thus intensifying the im- 
pression made. We say that "Exaggeration impresses 
the mind, and that Motion impels attention," that is just 
what it does; it compels you to pay attention, thus you 
bring about in an increased degree the conditions neces- 
sary to memory. 



Page Fourteen 



QWpta 3 Tw® 

Training the Senses 

Professor W. Prior says : "The foundation of all 
mental development is the activity of the senses." 

Every normal child is endowed with the five senses, 
and every impression which the brain receives is con- 
veyed to it by these senses. The accumulation of these 
impressions in the mental storehouse and the ability to 
later recall and use them is Memory. 

The first step in mental growth is the making of 
impressions on the brain by the senses. The senses then 
are the tools of memory. They are, in fact, the instru- 
ments by the use of which all knowledge is acquired and 
stored. 

Sense training is the logical beginning of all 
education. 

You are going to give your child an education to 
help it succeed in life. First give it sharp tools — keen 
senses — that it may get the best results from the time 
spent in study. 

Page Fifteen 



Training the senses will result in greater ability to 
pay Attention, to Concentrate and to Remember. These 
are needed by every student. A few moments' daily use 
of the exercise in this book will prove the means to the 
end. If you neglect the exercise the end will not be 
reached. 

The senses are the lines of communication over which 
all impressions from the outside world are conveyed to 
the brain. If these impressions are accurate the result- 
ing knowledge will be accurate. An understanding of 
the proper use of the senses will enable you to make 
these impressions lasting — instead of fleeting ones. 

Lack of ability to properly use the senses is a 
handicap in life and subtle foe to success. 

• In the beginning all the memory does is to store the 
simple sense impressions. The baby sees its mother 
many times before it recognizes her. The eye nerve 
carries to the brain the same picture of the mother's 
face and stores it there. Soon the brain perceives the 
similarity and the child recognizes its mother. The 
fact that in some way the brain retains the first, second, 
third, etc., impressions becomes the foundation of 
recognition. 

If the sense nerve fails to carry the impressions of 
the face there would be no comparison and no recog- 
nition. Without sense impression there can be no knowl- 
edge. Imperfect sense impressions can only result in 
imperfect knowledge. 

Page Sixteen 



Each set of sense nerves carries its impression to a 
different area of the brain. Each sense has a distinct 
and localized memory. The eye memory is called the 
visual memory. The ear memory is the auditory mem- 
ory. There is also the gustatory memory of taste ; the 
olfactory memory of smell, and tactual memory of touch. 

Of these, the visual memory is the most accurate 
and lasting. The nerve connecting the eye with the 
brain is many times larger than that of any of the other 
sense organs. Psychological tests have also proven the 
eye to be the most accurate of all senses. 

Next to the eye comes the ear in both strength and 
accuracy. 

In the following exercise special emphasis will be 
placed upon the eye and the ear as a future basis for 
memory. 

Results of Sense Training 

That the senses can be trained every one will at 
once admit. The world is full of examples, as the In- 
dian savage with his keen sight and hearing. You may 
think this is a natural born ability. There are many 
examples to prove the contrary. The American Scouts, 
some of whom have gone into the Indian country when 
they were grown men, have become almost as proficient 
as the Indians themselves. 

This fact of the unusual ability of the Indian is true 
to-day as well as in the storied periods of the past. On 
a recent camping and canoeing trip through the lakes 

Page Seventeen 



of Canada, it was a common occurrence for the Indian 
guide to say "washkeesh," meaning deer. No one in the 
party could see the deer; but the Indian would point out 
the exact spot, and as the party canoed silently along 
the shore the deer would soon become visible to all. 

This training of the Indian was brought about largely 
by necessity. It was required for the preservation of his 
life. The same is true of the white man who has gone 
into the Indian country. If we were all driven by the 
same necessity we would have the same keenly devel- 
oped senses. 

There are many other examples in the different trades 
of to-day. The Tea and Wine tasters have a very highly 
developed sense of taste and smell. The jeweler has a 
well developed sense of hearing, so that he can detect 
irregularities of the ticking of a clock that are imper- 
ceptible to most of us. - Makers of telescope lenses com- 
plete the smoothing of the surfaces by rubbing with the 
fingers, being able in this way to detect the slightest 
roughness. The blind have a very highly developed 
sense of feeling and hearing. Deaf people often have a 
keen sense of sight. 

Necessity and desire are the parents of all 
progress and development. 

You will notice that in all of these cases there are 
these two impelling motives which have caused this un- 
usual improvement. Create in the child the desire to 



Ptujc Eighteen 



be unusual in this regard. Show it that the highest 
success of life necessitates this development. Also notice 
that in every case it comes as the result of individual 
effort. The individual who possesses this unusual ca- 
pacity, acquired it only as the result of his own continued 
practice. The senses cannot be developed in a day. They 
can be developed, however, if you will make any reason- 
able effort. 

The child will attach most value to that which 
gives it most pleasure. 

This is a fact which you must keep in mind through- 
out all your efforts in child training. Whenever possi- 
ble make the exercises into games and make them inter- 
esting. Do not work so long with one idea that it be- 
comes tiresome or tedious for the child. Add anything 
which suggests itself to you that will give variety. When 
the child seems to be losing interest or paying only par- 
tial attention, vary the exercise or change to some other 
game. In all the exercises note the results and keep 
careful watch of the progress made. Each child should 
be a rule unto itself. It will excel in some things and 
possibly be deficient in others. It will naturally wish to 
play most that game in which it does best. Do not deny 
it this game, but use it as a reward, when the child does 
well the thing which it needs most. Use the promise 
to play this game as the inducement to get the child to 
do the more difficult exercises first. 

Page Nineteen 



To Improve Detail of Vision 

At a glance some people will only see a tree; others 
in the same glance will see a tall tree with spreading 
branches, small irregularly shaped leaves, with small 
black berries and a rough vertically marked bark. Chil- 
dren should be trained to notice as much detail as pos- 
sible. Development along this line becomes a basis for 
many other mental operations. 

Exercise No. i 

Sit down with the child where you can look out on 
the landscape. Pick out some one object, tell the child, 
"I can see a tin can." Let it look until it finds the object. 
Then let the child pick out some object that it thinks 
will be difficult for you to find. It may be a bird, a red 
flower, or a hoop. As the child develops pick objects 
farther away, smaller or partially hidden. 

Exercise No. 2 

Have the child look at a tree and give you all the 
details that it can see. You call the child's attention to 
the things missed so that it sees the reason for making 
an additional effort. The same exercise can be followed 
with any object, a house, an automobile or any animal. 

In the house use a picture on the wall, a table, a 
bookcase or a coin. You will find that the longer the 
child looks at the object the more it will notice the de- 
tails. The aim is to get the child to notice and mention 
the details as quickly as possible. After some prac- 
tice it will be able to mention them as rapidly as it 
can speak. 

Page Twenty 






Training the Eye to Measure 

The ability to accurately measure with the eye is a 
thing that a great many people find very difficult, if not 
almost impossible. In this training begin with larger 
measurements and from that work to the finer ones as 
rapidly as the child can progress. 



Exercise No. 3 

In your study of the landscape for Detail of Vision 
you can combine the practice of estimating measure- 
ments. Have the child determine which of two trees in 
the distance is the closer. Any other object in the land- 
scape can be used. Walk toward the trees to prove the 
matter. As you walk toward them point out the things 
which the child failed to mention as it enumerated the 
objects in the landscape. 

Exercise No. 4 

Give the child a foot rule. Have it study its length, 
then with its fingers on the table have the child indi- 
cate the distance which it believes to equal that of the 
length of the rule. Lay the rule between the child's 
fingers, practice until the child knows accurately how 
long a foot is. At the same time and for variety the 
child can practice with a half foot and an inch. 

Have it compare objects with the foot rule and deter- 
mine whether they are longer or shorter. Then let it 
measure the objects. Let the child check the measure- 
ments itself, this will increase its definite conception of 
the length of the foot rule. 

Page Twenty -one 



Game No. 5 — Measuring 

Let the child with its eye, and without the rule, meas- 
ure the length of the table, of the bookcase, the side of 
the room, or height of the door. Have the child do this 
by eye measurement and not by guessing. Teach it to 
start at one end and select a point which it judges to 
be one foot from the end, and then to advance the eye to 
a point one foot from that and so on, counting as it goes 
"one, two, three and a half" — whatever it believes is the 
right measurement. Then have the child take the foot 
rule and check its measurements accurately. 

In the same manner the child should be taught to 
know and to be able to measure with a yard stick. With 
it measure larger objects, as the length of the house, 
the width of the porch, the distance from the house to 
the sidewalk, the width of the street, the height of the 
shed, etc. Teach the child to recognize the distance of a 
block, a half-mile or a mile, and the size of an acre. 

Unless you have had some practice in work of this 
kind, you will find yourself busy keeping ahead of the 
child. You can get excellent practice and devel6pment, 
which will be of value to you, by entering into these exer- 
cises. Make it a point to become thoroughly interested 
in the work yourself, as it will insure its continuation and 
increased good to the child. 

While training the child's eye to measure, excellent 
practice will be found in determining comparative length 

Page Twenty-two 



of lines. The illustrations following will show some of 
the ways in which the lines can be made confusing. The 
child should be given enough drill in this exercise so 
that it learns to judge the things as they are, and not 
as they seem to be. 

Have the child look at Figure I and decide which 
seems to be the longer line, a side of the square B or 
the diameter of the circle A. Then have it measure 
carefully. 

In like manner, compare the height of the two rec- 
tangles in Figure 2. Which line is longest in Figure 
3 — AB, CB or BD? Which vertical lines are tallest in 
Figure 4 — those between AB or BC? 

In Figure 6, which line is longest, A, B, or C? Use 
the other figures in the same manner, always making ac- 
curate measurements to prove the matter. 




Page Twenty-three 



Good practice can be had in judging the sizes of 
boxes by comparing the length of one box with the 
width of another, or any measurements which seem to 
be similar. In each case the measurement should later 
actually be made so that all error can be corrected. In 
the same way practice with sizes of books, the thick- 
ness of books, and boards. Also compare them with 
the child's knowledge of an inch so that it learns to de- 
termine accurately the difference in thickness of boards. 
The carpenter can readily tell the full inch board from 
the seven-eighths board by looking at it or by feeling it. 
His ability to do this is the result of practice. 

The size of type is a good thing to practice with, 
after the child becomes quite accurate with the other 
measurements. The irregular outlines of the type make 
it quite confusing. A sample book of type can be gotten 
from any printer. From this the child can be taught to 
recognize the size of type and to become familiar with 
the common type faces. This knowledge it can also use 
to good advantage in later years. 

The child should be taught a definite length of step 
for the purpose of measuring. According to the size of 
the child, it can learn to step a foot, two feet or a yard. 
It should also know the length, in inches, of its shoe, for 
the purpose of checking estimated measurements. 

Have the child know its height and check estimated 
height of trees, buildings, etc., by measuring the length 
of the shadow and comparing with proportion of its own 
shadow to its height. 

Page Twenty-four^ 






Training the Ear 

Exercise No. 6 

Have the child stand across the room and listen for 
the tick of a watch that you hold in your hand. If the 
child cannot hear the tick, advance slowly towards it. 
Keep track of the distance at which the child first dis- 
tinguishes the ticking. It will be interesting to test each 
ear separately. Any physical defect in the child's hearing 
can be found by this test. Encourage the child to make 
a deliberate effort to hear the watch. Do not be too 
hasty in moving towards the child, as it will have to 
concentrate its attention before the tick can be heard. 
This exercise is a good one for the development of at- 
tention. Practice with this yourself. You will find as 
your attention wanders you will lose the consciousness 
of the tick of the watch. 

Exercise No. 7 

Have the child stand across the room or several feet 
away. Whisper a word and see if the child can repeat 
the word. Encourage it to try a little harder and to be 
more quiet; then whisper the same word, but not louder. 
Work with this exercise, increasing the tone gradually 
until the child distinguishes what is said. Then whisper 
other words and sentences. This exercise can be length- 
ened, and is excellent for development of attention and 
memory, as well as the hearing. 

Page Twenty- five 



Exercise No. 8 

Have the child sit at a table ; take a pencil and tap a 
familiar tune upon the table and see if it recognizes it. 
Have the child repeat the tapping and see how accurately 
it can reproduce the tune, or the number of taps, etc. 

Game No. 9 — Hide the Watch 

Take a watch and go into another room. Hide the 
watch where it will be out of sight, but within hearing. 
Let the others come into the room and stand still, and 
try to locate the watch by hearing the ticking. Let them 
move around, but very quietly, so as not to disturb the 
others. Let all move at one time. Use a watch that has 
a fairly loud tick. 

Game No. 10 — Speak and I'll Name You 

Blindfold one child and have the others sit or stand 
around it in a circle. Turn the blindfolded one around 
a few times and then let it point to any one, saying 
"Speak and I'll name you." The child designated speaks 
the words "All right. " The one blindfolded has two 
chances to guess from the sound of the voice who the 
person is. If it guesses correctly, the child is released. 
If not, it must pay a forfeit. The person pointed out 
must be blindfolded and take the next turn. Forfeits may 
be redeemed in any manner desired. The game "Ruth 
and Jacob," familiar to every one, is a game of sound. 

Page Twenty-six 






Game No. n — Silence 

For developing self-control and relaxation, have the 
child or children practice silence. Have them sit per- 
fectly still. Have them relax, and show them that the 
movement of a foot or a hand makes a slight noise. Have 
them listen to their breathing, and then have them 
breathe just as quietly as they can. Drop a pin and 
have those who heard it put up their hands. Have them 
become perfectly quiet again and drop several pins for 
them to count. See who gets the most accurate count. 
In all your instructions to them, only whisper. Do not 
let them talk or whisper at all during this exercise. As 
you use this exercise continually prolong the periods of 
silence and the period of attention to one sound or idea. 
This is a wonderful .exercise for the development of 
attention. 

Exercise No. 12 

Have the children sit quietly in the room ; have sev- 
eral different articles in your hands and drop them, 
one at a time,, on the table. Have the children sitting 
with their backs to the table and see if they can deter- 
mine by the sound what you have dropped. For this 
exercise you can use a bunch of keys, coin, pencil, knife, 
books, ball — anything that is available. 

Game No. 13 — Drop It 

Have the different articles of Exercise 13. in your 
hands; when the children are quiet and all ready, they 
will say "Drop it." Then drop the different objects in 
different places, moving quietly from place to place, so 

Page Twcyity-scvcn 



that the child can only determine from the sound what 
you dropped and where you dropped it. For example, 
drop the book on the rug, the keys on the floor, the 
pencil on the tiles of the hearth, the coin on the table, 
the keys again on the mantle. Use any other object or 
location in the room. After each object is dropped, see 
which child can tell what was dropped and where. This 
will teach the child to recognize the object and its loca- 
tion by sound. 

Exercise No. 14 

The child should be taught to recognize tones and 
the spaces between tones of the scale. Have the child 
stand with its back to the piano and learn to tell the 
difference in the tones that are played. First, use the 
octave, then the one-five-eight; then the one-three-five- 
eight; then the one-two-three, etc. Then introduce the 
half-tone. This exercise can be made more difficult ac- 
cording to age and knowledge of music. 

Exercise No. 15 
Have the child sit quietly on the porch and tell all 
the sounds it hears. The child can be blindfolded, which 
will add to the interest and fun, and at the same time 
insure its depending upon the sense of hearing. Let it 
tell what is approaching; if persons are walking, how 
many? If a vehicle is coming, how many horses, and 
what kind of a vehicle? Let it learn to distinguish auto- 
mobiles by sound, large cars from small ones, trucks from 
pleasure cars. 

Page Twenty-eight 



Exercise No. 16 

Take the child into the woods, teach it to distinguish 
the sounds of the woods, sounds of the different animals, 
and if possible the distance away and the location. Is it 
on the ground, in a bush, or up a tree? 

Anything which stimulates the child to hear accu- 
rately and keenly is of value. Let the exercise be adapted 
to the time and place. When the child remarks "how 
quiet it is here," is a good time for the child to stop and 
realize how many sounds are actually going on around it. 

To Develop the Sense of Touch 

The child can be taught to determine the degree of 
smoothness, the quality of cloth, sizes, shapes and many 
other things of value, by touch. You can give an ex- 
perienced dry goods clerk a piece of cloth and he can 
tell without looking at it what kind of cloth it is, and 
about what grade. This is entirely a matter of develop- 
ment on the part of the clerk. When he began this work 
he could not tell muslin from cambric. 

Parents will get a good idea of what is going on in 
the child's mind, and the training it is getting, by watch- 
ing the little fingers work in all these exercises, for the 
development of the sense of touch. Try the exercises 
yourself and see what is required to get them accurately. 
In this way you will be better able to help the child. 
This should be done in all of the exercises. 

Page Twenty-nine 



Washing the hands in tepid water before the exer- 
cises of touch will increase the sensitiveness of the feel- 
ing sense. Have the child touch lightly with the pads 
at the end of the fingers. Increase the difficulty of the 
exercises as the child progresses. 

Exercise No. 17 

Blindfold the child. Hand it articles which are some- 
what familiar and have it tell, by feeling, what it is. 
Have it describe the article. If a knife, what kind of a 
knife it is. If a box, what kind of box — about how 
long? how wide? how high? Have the child describe 
the article and give all the details possible. Let it find 
any peculiarities or irregularities by feeling. 

Exercise No. 18 

Give the child an article with which it is not familiar 
and have it describe the article. See how much it can 
learn by touch alone. Then let it see if it can learn any 
more by sound, by knocking it against something, to 
determine what it is made of, whether solid or hollow, etc. 

Exercise No. 19 

Give the child, while blindfolded, a book which it 
has recently read, and see if it can determine what book 
it is by the size, shape, thickness and quality of paper. 

Game No. 20 — The Button Bag 

From your button bag select two each of as many dif- 
ferent kinds and sizes of buttons as you can. Show them 

I'aye Thirty 



to the child and let it sort them out in pairs. Then mix 
them up and blindfold the child and let it match the 
buttons entirely by feejing. Let it lay them out in pairs 
as it matches Jhem, while blindfolded ; then take off the 
fold and let it see the pairs just as it has laid them, and 
count for itself how many are right and how many are 
wrong. 

Game No. 21 — Matching Cards 

Take a piece of cardboard and cut it into many shapes, 
as suggested by the illustration below. Make two pieces 
of each figure exactly alike. Let the child match them 
and see that they are in pairs. Then mix them and blind- 
fold the child and have it pick out the pairs by feeling. 
There should be at least 12 sets — more if desired. 



□OKPDOOG 



Game No. 22 — Animal Cookies 

A similar game to the one above can be played with 
a box of animal cookies. Pour the cookies out on a large 
plate. Blindfold the child and let it select pairs of ani- 
mals of as many of a kind as it can find. Let it name 
the animals by feeling of them. 

Page Thirty -one 



Exercise No. 23 — Insets 
The expensive Insets used by the Montessori School 
can be made in part out of heavy cardboard. Take a piece 
of fairly thick cardboard and draw on it some of the 
figures illustrated on page 31. After they are cut out 
with a sharp knife, smooth the edges and cut a very thin 
strip off of the edges of the pieces cut out so that they 
will fit easily into the places from which they came. Then 
mix these cut out pieces and blindfold the child, and have 
it fit the pieces into their proper places. All the pieces 
that are properly fitted should be laid in one pile; those 
in which there is an error, in another. The cardboard 
from which the pieces are cut may be fastened to an- 
other cardboard or tacked to a thin board, and the pieces 
fitted into their places and left there until the board is 
filled. This exercise is a little more difficult than most 
of the others. Encourage the child to keep at it. 

Game No. 24 — The Rag Bag 

Have scraps of different kinds of cloth. Show them 
to the child and have it feel of them and become ac- 
quainted with the pieces and to know them by name. 
Blindfold the child and give it a piece of cloth to feel 
and tell you what kind of cloth it is. Put all the pieces 
in the Rag Bag (any large cloth bag). Blindfold the 
child again and let it pick out the kind of cloth you name. 
See how many it can get correctly. Children need not 
be blindfolded if the bag is held so they cannot see. 
Blindfolding increases the curiosity and thus the interest 

Page Thirty-two 



of the games. Have it choose velvet, silk, satin, calico, 
muslin, broadcloth, etc. Have all the common varieties 
of cloth. 

Game No. 25 — The Dry Goods Clerk 

Cut from the scraps in your rag bag two pieces each 
from the different kinds of cloth that can be found there. 
Make the pieces about two by four inches and have them 
all of one size and shape. Show them to the child and 
let it match them up in pairs. Have it feel of them and 
see that they all feel differently. Do not have more than 
two pieces of any one kind of cloth. Pay no attention to 
color. Now mix the pieces and put them in a pile. Blind- 
fold the child and seat it in front of the pile on the table 
and have it match the pairs and lay them aside. When 
finished, have the child look at the matched pairs, count- 
ing for itself the points won. 

Game No. 26 — .Who Is It? 

Blindfold two or three children. Silently select one 
of the other children to be identified by the blindfolded 
children by means of touch. Let the blindfolded ones 
feel of the child — its hair, face, clothes, shoes, and in 
this way see which one will first be able to name the 
child. Accuracy in this depends a great deal on the 
child's observation as to what the others are wearing. 
The game of Blindman's Buff is similar and good, but 
usually has a good deal of sound to assist the ones 
guessing. 

Page Thirty-three 



Game No. 27 — Weighing 

Get a pair of scales and let the child weigh anything 
it wishes. Let it learn to accurately judge a pound, then 
to estimate the weight of an article before placing it upon 
the scales. Teach the child comparative weights by lift- 
ing articles and determining which is the heavier. En- 
courage it to make a pair of balances. With these it can 
balance one object against the other, after it has com- 
pared them by hefting one in each hand. Many varia- 
tions can be easily made of these ideas, to help the child 
become accurate in estimating weights. All practice will 
be more interesting if there is a record made, and the 
spirit of competition is introduced. 

Exercise No. 28 

Give the child a measure — quart or pint — and let it 
learn to estimate the capacity of the different utensils of 
the kitchen. It should in this manner become able to 
judge accurately the content of different containers. The 
child should learn to accurately estimate in pecks, 
bushels, etc. This is good exercise and valuable ability 
for later life. 

The Other Senses 

The three senses already considered are the most im- 
portant. The sense of smell and taste can be cultivated 
and will yield readily to effort. The necessary thing is 
effort and exercise. The exercises given for the develop- 

Page Thirty-four 



ment of the other senses will immediately suggest to you 
ideas for development of these also. It is advisable to 
do a good deal of the practice blindfolded so as to en- 
tirely separate the sense of sight and force dependence 
upon taste and smell. These two senses are very closely 
allied. Try the experiment of determining the difference 
in tea, coffee, milk, and water while the eyes are covered 
and the nose held tightly closed. 

The degree to which these two senses can be devel- 
oped is illustrated by the proficiency which is shown by 
experts and testers who grade wines, teas, and coffees. 
The development of these senses is most valuable to 
persons engaged in handling foodstuffs and tobaccos. 

Improvement from Conscious Effort 

The child may be normal in all its senses and able to 
gain an average success in life without much conscious 
effort given to improving them. It will require very 
little effort, however, to greatly develop the capacity to 
use the different senses and thus increase the success 
which the child will gain and greatly reduce the effort 
necessary to attain it. While effort and use develop, 
neglect causes disintegration. 

Many times it is a problem to keep the child enter- 
tained or to keep it quiet when necessary, or even to 
keep it at home. The exercises and games of this book 
have worked wonders along this line for many anxious 
parents. 

Page Thirty- five 



The fact that the eye, for example, needs develop- 
ment is illustrated by the limited usefulness of this organ 
in infants. Professor Compayre tells us that babies see 
onlv objects in front of them, not to the right or to the 
left, and only objects that are close or at a short range. 

Some people use their eyes so little that physiologists 
tell us the muscles which operate the eye-ball in some 
directions are almost uselt^s Every person should de- 
liberately exercise the eye muscles. Children particularly 
should be taught to follow the exercise regularly. 

Exercises for the Eye 

Move the eyes horizontally to the left and then to 
the right alternately as far as you can. Continue this 
until there is a feeling of fatigue. No physical exercise 
should ever be continued beyond the point of fatigue. 

Second — Move the eyes vertically up and down as 
far as you can. Continue this alternately until you feel 
fatigue. 

Third — Roll the eyes from right to left and then 
from left to right in as large a circle as possible. 

These exercises will keep the eye muscles in healthy 
condition. 



Page Thirty-six 



Gaajpfter Three 

Relation of Senses to Memory 

Memory is the ability to make an impression upon 
the brain which can be recalled at will. To succeed in 
recalling the impressions is to remember, to fail to recall 
them is to forget. 

There is only one possible way for the impression 
to be placed upon the brain, that is by one of the five 
senses. Whether or not the impression can be recalled 
at will depends, first, upon how strongly it is made. 

A study of the five senses reveals the fact that the 
nerve connecting the eye with the brain has the power 
to make an impression many times stronger than any of 
the other senses. The impression made by the eye is 
also more accurate than any other. 

Next in strength and accuracy is the sense of hear- 
ing. The eye supplemented by the ear can accomplish 
all the ordinary needs of memory. For this reason the 
most of our attention will be given to the development 
of the visual memory, supplemented by the ear memory. 

One author defines memory "As the act of recalling 
the picture of a past experience. " The fact that the 
visual memory is most lasting has been known for gen- 
erations, but we have failed to take proper advantage of 

Page Thirty-seven 



the fact. In making a comparison of the eye and the 
ear impressions upon the brain Robert Mudie wrote in 
1832: "That which is told us we may forget because of 
the weakness of the impressions made; but that which 
we see with our own eyes is proof against accidents, 
against time, and against forgetfulness." 

The Mind's Eye 

We are not dependent, however, upon seeing with the 
physical eye in order to be able to remember. Nature 
has duplicated the visual faculty and given us w T hat we 
call the "Mind's Eye." With a little practice it can be 
used as effectively as the physical eye for memory 
purposes. 

"Visualization is a mind's eye reproduction of an im- 
pression made by the sense of sight." 

At this point you should read and study thoroughly 
Lesson 1 of The Natural Method of Memory Training. 
Beginning on Page 14 with the heading "MEMORY IS 
THE IMPRESSION RECALLED." 

The child should be given a clear understanding of 
the mind's eye picture and what is meant by visualiza- 
tion. Teach the child that when you ask it to visualize, 
you mean for it to see clearly the mind's eye picture 
of the thing referred to. The first exercises in visualiza- 
tion, and the only ones necessary to give children up to 
four years of age, are for the purpose of developing a 
clear visual picture. 

Page Thirty-eight 



Training the Mind's Eye 

Use the exercises given on Pages 56, 57 and 58, of 
Lesson 5 of the Course, under the heading "TEST FOR 
REACTION," and the exercise marked LETTER TEST 
on Pages 59 and 60. Both are good exercises to practice 
often. 

Exercises which tend to quicken the action of the eye 
are the ones to use. The colors can be varied in a great 
many ways. The letter test can be given first from a 
single row of five or more letters, as M-D-L-T-R-N-A — 
the tests being increased in difficulty as the child 
progresses. 

Exercise No. 28 

Have the child look at one side of the room. Then 
look away and tell all the colors it saw there in pictures, 
draperies, etc. Have the child look at a certain picture 
for about five seconds and turn away and see how many 
of the colors in the picture it can recall. 

Use a row of books on the shelf for another test. Have 
the child tell how many colors it saw in the row. 

Exercise No. 29 

Use the exercises for development of visualization and 
color accuracy on Pages 60 and 61 of Supplement E. 
Vary and repeat these exercises often. Other tests of 
this nature will be given under Observation, as the two 
are so closely allied. 

Page Thirty-nine 



Exercise No. 30 
Show the child a tree. Let it look at the tree in- 
tently for a few seconds. Then ask the child to close its 
eyes, or look away, and describe the tree to you. Try to 
get the child to see clearly all the detail in this mind's 
eye picture, as it did in Exercise No. 7, for the develop- 
ment of the sense of sight. 

Exercise No. 31 

In the same way have the child visualize the land- 
scape. Let it look intently at it, for a few moments, and 
then, with its eyes closed, describe it. The description 
which the child gives will reveal the amount of detail 
in the mind's eye picture. 

Most of the exercises for the development of the 
physical eye, beginning with Exercise No. 1, can be used 
in the same manner to develop the mind's eye picture. 

These visual impressions are the basis of memory. As 
told in Lesson 1, they are all that is left of the elderly 
person's memory of youth. Your memory of the past is 
made up of visual impressions - — pictures. They will also 
become the memory of the child. Too much attention 
cannot be paid to teaching the child to make strong 
mind's eye pictures of the things that it sees. 

How to Preserve Early Memories 

We sometimes doubt when people will tell us of 
things that happened when they were five years old. 
Children that are eight or nine can often tell of things 

Page Forty 



that happened when they were two and three. Without 
exception you will find these first memories are visual 
ones — pictures. Have the child review them occasion- 
ally and it will preserve the memory of them. 

It is often the case that children have advantages of 
travel and see many things that older people have not. 
Many of these advantages, however, are often wasted 
because the child does not review these interesting things 
which it has seen. Children are seldom interested in re- 
membering. Parents should preserve the child's memory 
of important sights and circumstances by asking the child 
to carefully re-visualize the scene — to see it again in 
the mind's eye. Thus can the impression be deepened 
and the child's memory and appreciation of the thing be 
made to continue throughout its life. 

Especially all unusual scenes which the child may not 
have the opportunity of seeing again for a long time 
should be visually reviewed a couple of times during the 
first week and a couple of times during the following 
month. Two childten had been in the north camping, 
where they one evening saw a particularly brilliant dis- 
play of Northern Lights. A few months after this cir- 
cumstance, the children were asked, "What are the 
Northern Lights? What do they look like?" The 
younger had forgotten, but the older could describe them. 
When the two had thoroughly reviewed the picture of 
those Northern Lights they had re-impressed the phe- 
nomena upon their minds. By doing this a few times the 
children were able to permanently retain this memory. 

Page Forty-one 



When the child is old enough to write, it should be 
encouraged to keep a Diary. The value is that it necessi- 
tates a visual review of the past day, and then the selec- 
tion of the important and interesting points, which are 
written down, and thus preserved to the child. Do not 
depend upon it for the memory, however. It should not 
take the place of visual review, but be used only as a 
permanent record. 

Training Up to Four Years of Age 

Up to four years of age the child should be trained 
principally in the use of its senses and in making clear 
mind's eye pictures. The parent should have the definite 
aim in mind of increasing the child's stock of knowledge. 
Show the child everything you can, and take time to ex- 
plain. Things -are new to the child, even though they 
are very common to you. This is the age when the child 
acquires its knowledge of things without being inter- 
ested in their relationship to each other. 

A great deal which is explained to children is for- 
gotten because they did not sense it — that is, they do 
not impress it upon the mind by many and varied sense 
impressions. Simply to hear the answer to the question 
is not sufficient. You can tell a child what a rectangle 
is, but it is very apt to forget. If after you have ex- 
plained a rectangle to the child, you will have it go 
around the room and find all the rectangles that it can — 
such as windows, doors, books, etc., it will never forget. 

Page Forty-two 






Developing the Observation 

The next step of development, after the forming of 
clear visual impressions, and closely allied to it, is the 
development of the faculty of observation. The eyes see, 
•but the brain perceives. It is a fact that the eye may 
be perfect, and the nerve connecting it to the brain may 
be in good working order, and yet no impression may be 
received by the brain. Injury to that area of the brain 
which receives the impression from the eye mav cause 
total blindness, at the same time the eye and nerves 
connecting it to the brain may be physically perfect. 

When the brain is not injured, the same result is 
brought about by lack of Attention. The eye can look- 
straight at an object and yet you do not perceive it. The 
brain does not accept any impression of it. Perception is 
the recognition of the impressions carried to the brain by 
the senses. Trained senses that react quickly make pos- 
sible quick perception. The result is quick, accurate, and 
complete observation. 

The importance of observation is discussed in Lesson 
5, pages 53 to 55 and pages 60 and 61. Observation 
involves analysis or comparison of knowledge. The child 
cannot observe that the cat is black with yellow eyes 
and a long tail, unless its mind contains the concept or 
knowledge of cat, black, yellow, eyes, long, and tail. 

Observation requires knowledge and it develops defi- 
nite knowledge. Observation usually occurs where there 

Page Forty-three 



is a motive. Do not ask the child to develop its observa- 
tion, but induce it to play games and strive to improve 
itself in contests which require observation. Read care- 
fully what is said regarding the development of observa- 
tion in Lesson 5 on page 56 — 61 and 65. 

The chief factor in observation and in acquiring 
knowledge is Attention and Concentration. Concentra- 
tion can be produced by curiosity and the desire to excel, 
which is found in the love of competition and the game 
spirit. A good example of concentration is found in the 
juggler or acrobat on the vaudeville stage or in the circus. 
This ability can be secured only by gradual development 
brought about by doing exercises and playing games, 
some of which are mentioned here/ 

Any exercises or games which will result in improved 
ability to Concentrate and pay Attention are valuable. 
Play the games with the child, use any method or idea 
which suggests itself, if it gets results. Give the child 
a conscious realization of the possession and value of this 
power. See to it that the child continues to develop it. 

A great many helpful ideas for children are to be 
found in the book, entitled "Methods of Mind Training/' 
by Catherine Aiken. 

Miss Aiken was a school teacher for many years and 
realized fully the needs of the child and the shortcomings 
of most methods. Some of the following exercises have 
been adapted from her work. 



Page Forty-four 



Definite Instructions for Developing Observation 

Exercise No. 32 

Counting from mind's eye pictures. Take a piece of 

paper, or preferably a child's slate, place a simple group 

of small circles, such as is illustrated 

in Group 1. Let the child look at this 

group for 5 seconds. Turn the slate 

over and have the child count from its 

mind's eye picture and tell you how 

many circles are in the group. Then 

have the child draw on the other side 

group 1 Q £ t j ie s i a t e or on another piece of paper 

the circles in as near the same position as possible. 























0, 




V 







+ 


+° 


+ 



GROUP % 




Exercise No. 33 

Make another group of mixed 
crosses and circles, as shown in Group 
2. After looking at it for five seconds, 
have the child tell you how many cir- 
cles and how many crosses there are. 
Have him draw a picture of them. 

Exercise No. 34 

Use a group of squares or combine 
circles and squares, as illustrated in 
groups three and four. As the child 
becomes able to count and reproduce 



GROUP 3 



Page Forty-five 




accurately, increase the difficulty and 
complexity of the exercises. For va- 
riety use triangles, rectangles, octa- 
gons, stars, etc. 



GROUP 4 



Game No. 35 — Quick Counting 

Have a hand full of small sticks or matches, lay a 
number in a row on a table. Let the children stand with 
their backs to the table and a few feet away from it. 
After you have arranged the sticks, then go several feet 
away from the table, and say "READY !" At this signal 
the children count the sticks and run to you and whisper 
their answer. (The object in being away from the table 
is so others will not be influenced and come and repeat 
the answer without counting.) From the simple begin- 
ning of a straight row of a few sticks, the game can be 
developed to any degree of complexity, so that it will 
tax the powers of the most alert and developed mind. 
Lay the sticks in groups, make them into figures, into 
small disarranged piles, double lines of different length, 
etc. A few different groups are illustrated below — 
use matches, toothpicks, or anything of the kind. 




Pcujc Forty -six 



Game No. 36 — Visualized Counting 
Take the same game given above, and have the chil- 
dren see the pile or figure of sticks for just a moment, 
then cover it and let them count from their visual picture 
and tell the number from it, rather than by actually 
counting them as before. The game of Dominoes is good 
for small children to help them count quickly and ac- 
curately. Adding the numbers at the ends is excellent 
practice after they have reached the age for mental 
arithmetic. 

Exercise No. 37 

Let the child look at a flag, and then close the eyes 
and look away. From its visual picture let it count the 
number of stars and stripes and other figures that may 
be upon it. Have it count the number of squares in a 
Colonial window; the number of books on a shelf; the 
number of sections in a radiator; anything of this kind 
can be easily used. Do not allow time enough for an 
actual count. In each case let the time given for each 
exercise be less than required to count the objects. 

Exercise No. 38 

Show the child a vase or the picture of an odd- 
shaped vase, water pitcher, or an Egyptian water bottle. 
Let the child have a good look at the object, then take 
it away and let it describe it in detail, or better still, 
have the child draw it. Drawing is excellent exercise 
for the development of muscular control and will-power. 

Page Forty-seven 



An excellent book to help the child learn to draw is one 
entitled "WHEN MOTHER LETS US DRAW," by 
E. R. Lee Thayer. 

Exercise No. 39 

In the same way, let children observe the decorations 
of a building, the design over the windows, the design 
and style of caps and bases of the columns, and then 
describe and draw them. 

Exercise No. 40 

Older girls should be taught to observe and to be 
able to describe accurately and to draw in detail suits 
and dresses; draperies and furnishings. This is also an 
excellent opportunity for color study. Boys should ob- 
serve, describe and draw the outlines and details of boats, 
automobiles, and furniture. 

Game No. 41 — The Color Card 

To develop Observation and Memory of location and 
relation of objects. Get eight cards of any size, from 
one inch square to three inches square, each a different 
color. Colors of a decided contrast are best, as black, 
blue, brown, red, yellow, purple, orange, etc. Number 
the cards on the back from 1 to 8 in any order. 

While the child is not looking arrange the cards in a 
double row in any order, writing down the number of 
each card on a slip of paper as you do so. The numbers 
should be in two rows and in exact order as the color 

Page Forty-eight 



cards appear. Call the child and let it look at the colored 
cards as arranged for twenty seconds. The time can be 
shortened to fifteen or ten seconds, as ability develops. 
Mix the cards and let the child try to arrange them as 
they were. 

The party taking the test should do this by making a 
picture of the colors as they appear, holding the picture 
in mind until they have rearranged the cards. This is 
excellent practice for persons of all ages. Some can do 
this accurately from the first trial. Others will have a 
very poor record at the start, but as usual persistence 
will win and the ability will grow rapidly. 

THE SCORE. The numbers as written on the slip 
will give the original order. After being arranged, by 
the party taking the test, turn the cards over and check 
up by number. Each card in its correct place entitles the 
contestant to I point. A score of 32 or any number can 
be decided upon for a game. The first one making that 
number of points from accurate arrangement wins. 

If colored cardboard is not handy the cards can easily 
be made by painting one side with a child's water color 
paints or by using colored crayons. 

Game No. 41 — Picture Cards 

To Develop Attention, Observation, and Location and 
Relation of Things. 

Make 8-10 or 12 cards about 2 x 3 inches in size. On 
one side number them, as in the color game. On the 
other side draw the outlines of simple objects, such as a 

Page Forty-nine 



hat, tea-kettle, shears, box, fan, book, owl, hen, dog, etc. 
These pictures can be cut from a paper and pasted on 
the cards, small picture cards or picture postals may be 
used. 

Arrange the eight cards in two rows. Begin this 
game with eight cards, later, after the eight can be 
handled comparatively accurately, use more. 

Make a record of the numbers on the back of the 
cards as in the Color Game. Allow about 20 seconds 
for observation of the cards and forming the picture of 
their positions, then shuffle the cards and see how ac- 
curately they can be arranged by the party taking the 
test. 

SCORE — Same as for the Color Game. 

Game No. 42 — Observation 
The observation test given on page 58 of Lesson 5 
under the heading "TEST WITH OBJECTS" should be 
made into the OBSERVATION GAME and played 
often. After all have taken the test once or twice the 
objects can be turned around, some removed and others 
added, or the number can be increased and the game 
played again. 

Exercise No. 43 
Take the child to some room with which it is not 
familiar. Let it walk through the room slowly, then go 
out and make a list of everything it can remember. Go 
back and see how much can be added to the list. 

Page Fifty 



Exercise No. 44 

Walk a block down the street with the child, then 
have it make a list or tell you as many as possible of 
the things it saw. 

Exercise No. 45 

Make a game of the suggestions regarding "Shop 
Windows" and "Houses and Yards" on page 62, Lesson 
5. Do everything that you can to induce the child to 
play these games intensely, as if his life depended upon it. 

Game No. 46 — The Detective 

Place a dozen objects on a table. Let the child look 
at the table from 20 to 30 seconds and then leave the 
room. While gone change the positions of two objects. 
Have the child return and tell what change was made. 
Where there are two or more children let the one who 
first observes the change remain and make a change for 
the others. The number of objects changed can be varied, 
but the people out of the room should know how many 
changes are made. At first the objects changed can be 
returned to their original positions. Or they can re- 
main in the positions to which they were changed, so 
that there is a new relationship to be retained in mind 
each time. 

Exercise No. 47 

After a meal, while sitting at the table, let the chil- 
dren take a careful look at what is upon it and then 

Page Fifty-one 



close their eyes. Ask the location of the different things 
on the table and see how many they can remember ac- 
curately. 

Then let them look again for about fifteen seconds 
and see how much better they can remember the location. 
While their eyes are closed take something off the table 
and hide it. See who can tell what is removed. Return 
it to the table and remove some other article. 

Game No. 48 — Change About Game 

To develop the Observation and Location. Let all 
persons in the game look over a room of the house, then 
all but one retire from the room. The person remain- 
ing can change the position of any one article in the 
room. Nothing to be taken from the room. 

When the change is made the others may return. 
The first person to detect the change made may remain 
in the room and make a change for the others. 

In playing this game with children let the child who 
first finds the change remain and change something about 
for the others. (It is well for the parent to remain be- 
% hind to assist with the change to prevent breakage.) 

First changes made should be of larger articles, such 
as chairs, pictures, etc. ; later, of vases, books, doilies, etc. 

A time limit can be placed upon the observation of 
the room and also upon the time allowed for detecting 
the change made. A score can be kept between the chil- 
dren, instead of allowing turns in making the change. 

Page Fifty -two 



Exercise No. 49 

Divide a slate or a sheet of 
paper into four, six, nine or 
twelve sections, beginning with 
four and increasing. Draw in 
each section some kind of pic- 
ture, number, letter, or object, 
as illustrated. Let the child 
look at the first row or the first 
two rows, according to the age 
of the child, and then close its 
eyes and look away and tell you 
what is in each of the squares. 
If the child is old enough, let 
him take a piece of paper and reproduce the squares and 
their contents. For variety the squares can contain all 
letters or all numbers or all objects. 



+ 


<?2 


□ 


# 


O 


XT 


m 




T? e 


? 

1 


A 


# 



Memory for Places 

One valuable application of the habit of Attention and 
Observation is that it develops a memory for places. The 
keen, observing woodsman is not easily lost. Some 
people can be lost a few blocks from home, simply be- 
caus they do not observe where they go, the objects 
which they pass, or the relation of one building or corner 
to another. Impress the importance of this application 
of observation upon the child. Teach it to pick land- 
Pa^ Fifty-three 



marks. Show it how the Indian or woodsman blazes a 
trail as he goes through an unknown country. Teach 
the child to notice the roads, fences, trees, houses and 
buildings as ft walks. Teach it the directions and how 
to find them. 

Game No. 50 — The Guide 

Take the child for a walk. Tell it that to-morrow it 
is to take you for the same walk. Have it observe the 
different places you go. After you have been home for 
an hour or so have the child go over the walk in its mind 
and re-impress it visually so that it will be able to take 
you the next day. Review is necessary to permanent 
memory, and this act will help the child to realize the 
importance of forming the review habit. I need not call 
your attention to the importance in the character build- 
ing of the child of your going back over your walk the 
following day. If you are not sure that you will be able 
to do so, do not make the promise. 

Game No. 51 — Guiding Home 

Take the child for a walk and double back over your 
track. See if the child can recognize the fact that it has 
been there before. Take the child to the same place by 
different ways and let it find the way home. When you 
are ready to go home after a walk, let the child play the 
game of taking you home. He will enjoy this and will 
develop independence and the ability to get home alone, 
if such a necessity should arise. Occasionally ask the 

Page Fifty-four 



child what direction you are traveling. When the corner 
is turned have the child tell the new direction and the 
direction he would take to go home. 



Attention and Concentration 

Miss Catherine Aiken in her book, "Methods of Mind 
Training/' shows some remarkable results attained with 
groups of children in developing their ability to pay at- 
tention by the use of a revolving blackboard. She also 
gives some interesting testimonials showing the results 
of her work as noticed by other instructors. You can 
accomplish like results by using a piece of paper or a 
slate for the following exercises : 

Exercise No. 52 

Place a row of numbers or letters upon the slate. 
Allow the child one careful look at it, then turn it over 
and have the child write the column of letters or figures, 
begin with single columns of six letters or figures, and 
five seconds for the observation. First increase the length 
of columns to ten or twelve. Then double the columns. 
As in the examples marked "Test No. 2." Later use 
larger and mixed columns, as illustrated in "Test No. 3." 
Other ideas are illustrated in "Tests 4 and 5." 



Page fifty- five 



Test No. i 


Test No. 2 Test 


No. 3 


X 


9 


23 


XO A74 


902 


T 


6 


57 


TE 8C9 


76 


U 


4 


9i 


MZ B6E 


8 


V 


7 


16 


RS 5E3 


14 


P 


1 


5o 


WD 479 


706 


E 


5 


27 


CU S54 


389 


A 


8 


47 


PX EX9 


74 


Y 


2 


38 


VD O76 


52 






65 


EF 5XT 


8 


Test 


No. 4 


Test No. 5 Test No. 6 


X — 


7 — 3 


7658490 


36285 


T2 


9 E- 


- 4 B 


A X T O M 


RNTEBD 


4 A 


76806 


4 AR753 


X078XBD5 


Bi 


— PR 97 






L5 










7E 



In Test No. 4 write the numbers and letters, leaving 
the blank spaces in their proper location, five spaces to 
each row. In Test No. 5 use the rows horizontally. 
For Test No. 6 add the digits and make a word of the 
letters. Do this after the exercise has been looked at 
for ten seconds. The result will be TABLE 19. Do 
not use the complete Test at first — use only part and 
add more as the ability develops. 

These exercises can be continued and varied to 
almost any degree. 

Page Fifty-six 



Exercise in Manipulation 

Children who are old enough can use these exer- 
cises for practice in mental arithmetic. 

Exercise No. 53 

The child should look at the columns in Tests 1 and 
2 of the previous exercises, and instead of reproducing 
and writing the figures let it add the column and write 
down the result. 

Use Test 1, and after the child has had a good look 
at the column of figures ask it to add the first two, sub- 
tract the third, multiply the result by the fourth, sub- 
tract the fifth, etc., and give the result. 

Exercise No. 54 

Take the double columns in Test 2, add the first two 
figures, subtract the third from the fourth, divide the 
fifth by two and add all the result to the next, etc. At 
first the child can write the result of each operation as 
it goes along; later it should remember the results and 
write them all at once. The difficulty of the exercise 
must be determined by the age and ability of the child. 

Aids in Mental Arithmetic 

This work conducted at home will make the child very 
proficient in its arithmetic at school. Teach it to see 
all the Mental problems as if writing them on the black- 
board with imaginary chalk. Teach it to actually see 

Page Fifty-seven 



the figures it is working with. If you will develop this 
ability while the child is young it will be able to use 
it all through school, and can use it for remembering 
algebra and chemical formulas later on. 

Make Play Profitable 

In your playing with a child, make it a point to 
play some games which will develop the senses and 
faculties of the child. You can amuse it as easily and 
at the same time be accomplishing a great good. 

Do not put this matter off "until you have more 
time." Use a little time each day, if only five minutes. 
You are bound to experience to some extent the same 
result as a friend, who said: "I started in with this 
thing for the good of the kids, but I find the kid who 
gets the most out of it is Dad." 

Rudyard Kipling in his great book "Kim" gives an 
instance of the "Observation Game" played by "Kim" 
and a trained native youth. Lurgan Sahib exposes to 
the sight of the two boys a tray filled with jewels and 
gems, allowing them to gaze upon it a few moments 
before it is withdrawn from sight. Then the compe- 
tition begins, as follows : "There are under that paper 
five blue stones, one big, one smaller, and three small," 
said Kim in all haste ! "There are four green stones, 
and one with a hole in it; there is one yellow stone that 
I can see through and one like a pipe stem. There are 
two red stones, and — and — give me time." 

Page Fifty-eight 



"But Kim had reached the limit of his powers. Then 
came the turn of the native child. 

" 'First are two flawed sapphires, one of two ruttes 
and one of four, as I should judge. The four rutte sap- 
phire is chipped at the edge. There is one Turkestan 
turquois, plain with green veins, and there are two in- 
scribed — one with the name of God in gilt, and the 
other being cracked across, for it came out of an old ring, 
I cannot read. We have not the five blue stones; four 
flamed emeralds there are, but one is drilled in two 
places, and one is a little carven!' 

" 'Their weight?' said Lurgan Sahib, impassively. 

" 'Three-five-five and four ruttees, as I judge it. 
There is one piece of old greenish amber, and a cheap 
cut topaz from Europe. There is one ruby of Burma, 
one of two ruttees, without a flaw. And there is a 
ballas ruby, flawed, of two ruttees. There is a carved 
ivory from China representing a rat sucking an egg; 
and there is last — ah — ha! a ball of crystal as big as 
a bean set in a gold leaf/ 

"Kim is mortified at his bad beating, and asks the 
secret. The answer is: 'By doing it many times over, 
till it is done perfectly, for it is worth doing/ ' 

"He who knows and knows that he knows, he is 
wise, follow him/ , 

Conscious and accurate sense impressions are essen- 
tial for definite knowledge. 

Page Fifty-nine 



Visualization and Memory 

About the age of five years you can begin to teach 
the child lists of words to be learned by visual associa- 
tion. The method of doing this is clearly set forth in 
Lesson i. Use of the exercises which have preceded 
develops the child's power to visualize definitely and 
clearly. Give the child definite instructions as to what 
you want it to do. Do not proceed with this work 
unless you have studied Lesson i from page n to the 
conclusion. At first do not give the child more than 
five words without repetition. You can increase the 
number as the child makes progress. 

It is not advisable to start with the List as it appears 
in Lesson i, since the child cannot remember things 
with which it is not familiar. For the first practice use 
the following list, which contains words within the 
range of knowledge of a child about this age: 

This list is not a Code List — that is, it is not built 
upon the Number Code — but is given for practice pur- 
poses only. Later a simple Code List will be given. 

Page Sixty 





Exercise No. 


55 




Tree 


Piano 


Scissors 


Bottle 


Fish 


House 


Spoon 


Fire 


Brush 


Pail 


Clock 


Road 


Hose 


Salt 


Ice 


Flowers 


Pencil 


Box 


Paper 


Sugar 


Circus 


Picture 


Bridge 


Button 


Porch 


Soldier 


Desk 


Barn 


Paint 


Sand 


Church 


Window 


Bell 


Tooth 


Log 


Rocks 


Apple 


Grass 


Sack 


Pump 


Auto 


Book 


Soap 


Letter 


Rope 


Shoes 


Door 


Boat 


Ring 


Barrel 


Dishes 


'River 


Towel 


Pipe 


Corn 


Wagon 


Dress 


Pins 


Street 


Board 


Table 


Hammer 


Cannon 


Spool 


Spoon 


Carpet 


Ball 


Ladder 


Penny 


Shovel 


Fence 


Train 


Cotton 


Umbrella 


Leaf 


Bread 


Gun 


Bicycle 


Comb 


Shell 


Walk 


Moon 


Ribbon 


Chimney 


Bank 


Lamp 


, Curtain 


Coat 


Swing 


Hat 


School 


Pepper 


Hair 


Sled 


Cow 


Store 


Bed 


Stove 


Rake 


Bat 



To Develop Definite Pictures 

Sometimes adults have difficulty in making their pic- 
tures definite enough to avoid confusion between objects 
of similar shape. Ayoid this difficulty by teaching the 
child a few lists of objects similar in shape. This will 
require the making of clear and definite pictures. The 
exercise following is a good one for this purpose : 



Page Sixty -one 





Exercise No. 


56 




Papa 


Uncle 




Man 


Boy 


Mama 




Grandma 


Woman 


Grandpa 




Brother 


Girl 


Sister 




^ 




Animal List 





The same kind of practice can be gotten by the use of 
lists of animals, at the same time another result may be 
attained. The child must learn just what the animal 
looks like before it can picture it. In learning these ani- 
mal lists use the dictionary or encyclopaedia, or better 
still, good books on natural history, and show the child 
the picture of each animal with which it is not familiar. 
Teach it all that you can regarding each of these different 
animals. It will then be able to picture them clearly and 
retain and recall them without difficulty. 





Exercise No. 


57 


Dog 


Wolf Mule 


Lamb Lion 


Camel 


Giraffe Bear 


Alligator Sheep 


Cat 


Pony Deer 


Tiger Colt 


Leopard 


Goat Horse 


Zebra Elephant 




Exercise No. 


58 


Rabbit 


Beaver Frog 


Muskrat Badger 


Mouse 


Mink Mole 


Chipmunk Skunk 


Squirrel 


Rat Fox 


Coyote Possum 


Page Sixty- 


two 


> 



Caution 

Be very careful that you follow the methods in Lesson 
i in all of this work. Teach the child to use the elements 
of Exaggeration — Motion — and the Unusual. Often 
have the child describe his picture. Be sure that each 
picture contains two objects and only two. 

The Mind's Eye and the Story 

An excellent time for development of the child is 
"story time." Have it use its imagination in making 
mind's eye pictures while you are reading stories. The 
story book naturally becomes a picture book in the child's 
mind. When you are reading the story stop occasionally 
and have the child form its own picture of the story. You 
will find that it can easily see little Red Riding Hood 
going down the road to her grandmother's house. En- 
courage this habit of mental picturing of all stories and 
rhymes read to the child. 

At this point you should study carefully Lesson 5 
up to page 30 that you may have a full appreciation and 
clear understanding of the object to be gained by having 
the child begin early to make pictures of the stories. 

When the child begins to learn little rhymes and 
verses, always follow the picture plan, and see to it that 
it forms the definite habit of learning them in this way. 

Have the child learn the quotation from "Evangeline" 
on pages 14 and 15 of Lesson 5. Also "Vision" on page 

Page Sixty-three 



19 of the same lesson. Later the child should learn "The 
Things Divine" on pages 25 and 26. This will be sur- 
prisingly easy if you follow the instructions given in 
that lesson. 

Game 59 — Story Telling 
Read a story from the child's story book, have it make 
pictures of the story as you read ; when you have fin- 
ished let the child tell the story from its Mind's Eye 
picture, and see how completely it can retell the story. 
If points are omitted call the child's attention to them 
and help it to include them in its picture. Where sev- 
eral children are together, let one retell the story and 
the others add all they can to it. See to it that the re- 
telling is from visual pictures. This is excellent train- 
ing for future school work. 

Remembering Errands 

By the time the child is six years of age it should 
begin to learn to use its mind systematically. Good 
practice can be gotten by going to the store and on other 
errands, without written lists. In order to accomplish 
this, you will need to study Lesson 2 and teach the child 
in a simple way how to use the Mental Hitching Posts. 
For the Hitching Posts it will be best to use the first 
words of the Code List, which* will be found on page — . 

A little practice should be carried on at home, so that 
the child can easily recall the Hitching Posts and the 

Page Sixty-four 



objects associated with them. It should not be difficult 
or unusual for the child to go to the store and get 8 or 
10 items by the use of the Mental Filing Cabinet. 

The principle involved in the Hitching Post idea 
should be thoroughly understood, and let the instructions 
to the child center around this principle, so that it will 
always be intelligent in its use of the idea. 

The statement of the principles of memory, which is 
given in the first chapter of this. Supplement, will help 
to clarify this idea in your own mind. 

It is the PICTURE ASSOCIATION of the thing 
which is to be remembered with the object of the per- 
manent list, now familiar or permanent knowledge, 
which makes it possible for the child to recall the thing 
which it wishes to do when it sees the object of the 
permanent list. 

This particular list is not essential, but it is essential 
that the list used be permanent knowledge and easily re- 
called in exact sequence. For the use of children, and 
even adults who are not familiar with the Code List, it 
is a simple and practical possibility to use other familiar 
knowledge, such as the A, B, Cs. In this case it is simply 
necessary to have an object beginning with the letter of 
the alphabet, so that the letter A will, without hesitation, 
bring to mind the object ANT, which can be pictured 
with the errand. 

Page Sixty-five 



JL 



The following is a list of suitable objects to represent 
the letters of the alphabet: 



Ant 


Goose 


Nun 


U-Boat 


Bee 


Hand 


Owl 


Vine 


Cannon 


Ink 


Pig 


Wolf 


Door 


Jockey 


Quilt 


X-Ray 


Engine 


Kettle 


Rat 


Y. M. C. 


Fire 


Lamb 


Snow 


Zebra 




Monkey 


Tea 





This list of alphabetical reminders can ,be used for 
many purposes outlined in the use of the Hitching Post 
idea in Lesson 2. You will note an excellent example 
of its use in the International Code in the last chapter. 

As the child grows older increase the length of the 
lists in practice and give him longer errands to remember, 
as well as lists of groceries. For practice, use the lists 
found on pages 18, 21, 33 and 34 of Lesson 2. 

Continue to develop the power of visualization by 
lengthened lists. Give the child longer lists so that he 
can learn to take as many as 25 words without stopping 
to review, and be able to recall each in proper order. 

Also make the lists more difficult. Occasionally in- 
troduce abstract words which the child will have to re- 
member by Reminders such as are illustrated on page 48 
of Lesson 2. 

Good exercise will be found in learning the lists of 
reminders for the Presidents on pages 29-30 of Supple- 
ment E. 

Page Sixty -six 



Going to School 

When the child starts to school, in one way the 
parent's opportunity is lessened, because more of the 
child's time at home should be spent out of doors. See 
to it that the child has a strong physical body before it 
starts in school. If it is necessary to keep the child out 
of school until it is 8 years of age to accomplish this it 
will lose nothing in the end. It is rapidly becoming 
recognized by educators that the child loses nothing by 
not going to school until that age. 

When the child does start to school help it to con- 
tinue to use its mind in a visual manner. When it has a 
poem to learn see that it learns it by making pictures. 
Continue the visual practice you have been giving. Do 
not let it drift into the fallacious method of idle repetition. 

Take a little time in the evening and use the child's 
daily lessons as a basis for visual practice, showing how 
to apply what it has learned at home in the solving of 
the new school problems. 

The Child Code List 

For additional practice in visualization, teach the child 
the following list of words. You will notice that this list 
is built upon the NUMBER CODE, and will answer 
every purpose of the list taught in Lessons i and 2 of 
the COURSE. At the same time it is a simpler list of 
words. It is advisable for you to learn this list, so that 

Page Sixty-seven 



you can later help the child with the different applica- 
tions it will wish to make of the NUMBER CODE to 
its lessons. Note that this list is similar to the Special 
Code List on page 58 of Lesson 3. 



Exercise No. 


60 — CHILD'S CODE 


LIST 


Tie 


Dot 


Net [ 


Meat 


Heart 


Snow 


Town 


Nun 


Moon 


Horn 


Home 


Dime 


Enemy 


Mama 


Army 


Wire 


Deer 


Nero 


Hammer 


Rower 


Wheel 


Towel 


Nail 


Mail 


Roll 


Sash 


Dish 


Hinge 


Mush 


Roach 


Egg 


Duck 


Ink 


Mike 


Rock 


Ivy 


Taffy 


Knife 


Movie 


% Roof 


Whip 


Tub 


Knob 


Mop 


Robe 


Toes 


Nose 


Mouse 


Rose 


Lasso 


Lady 


Shed 


Kite 


Foot 


Bath 


Lion 


Ocean 


Cane 


Vine 


Pony 


Limb 


Jam 


Gum 


Foam 


Bomb 


Lair 


Chair 


Car 


Fur 


Pear 


Lily 


Jail 


Glue 


Veil 


Pail 


Ledge 


Judge 


Cage 


Fish 


Beach 


Log 


Chalk 


Cook 


Fig 


Book 


Wolf 


Chief 


Coffee 


Fife 


Beehive 


Lap 


Ship 


Cap 


Fob 


Papa 


Ashes 


Goose 


Office 


Puss 


Daisies 



Game No. 61— The Game of CODE 

A game to develop accuracy and rapidity in the use 
of the words of the Code List. 

Cut cards about- 2x3 inches, or the size of playing 
cards. On one side print the words of the Child's Code 
List. 

Page Sixty-eight 



Shuffle the cards, deal ten to each player, the balance 
becomes a draw pile. Player to left of dealer plays into 
center of table any card which is the first of a series, as 
TIE, DOT, NET, MEAT, HEART, LADY, SHED, 
KITE, FOOT, BATH. 

All first of series cards, as named above, must be 
played first, then any card which follows consecutively 
in the list must be played next. All cards held by the 
player which can be played on any series started on the 
table must be played in their proper turn, including those 
in the players' reserve piles. 

In case the party playing fails to play a card in its 
proper order, or in case a card played is ^ot played in 
its proper sequence, the first one noticing the mistake 
and calling "CODE" shall be entitled to give a card from 
his hand into the hand of the player, who must correct 
the error and cease playing. 

When a player has played all the cards possible, or 
has been stopped, he will place one card face up, upon 
the table in front of him as a reserve pile. Each player 
is entitled to six cards in his reserve, each lying face up ' 
and side by side. When a player cannot make at least 
one play, he shall draw into his hand from the draw 
pile, until he can play. 

Each player at the left follows until some player 
has played all cards from his hand. This player calls 
"Out," ending the game, and is entitled to add to his 
score one point for each card still held in the hands of 

Paije Sixty -nine 



the other players. Any player who completes a set of 
cards, that is, puts on the last word of the series of ten — 
for example, Toes, ,Nose, Mouse, Rose, Lasso, Ashes, 
Goose, Office, Puss, Daisies — takes the series from the 
table and adds 10 points to his score. The game can be 
set at any amount, 200 to 500 points. 

This game will add interest and develop accuracy and 
speed in learning the Code words. The same game can 
be made for the CODE List in Lessons 1 and 2 of the 
Course. The game can first be made with 50 words, and 
enlarged to 100 as rapidly as the full Code List of 100 
words has been learned. 

The Number Code 

The Number Code which is given in Lesson 3 will prove 
to be of great value to the child as it advances in school 
and comes to the necessity of remembering numbers, 
dates, etc. It should be taught a little at a time. Be- 
ginning at 8 or 9 years of age, teach the SOUNDS 
which represent the digits. Show the child the combi- 
nation of letter and digit as it appears on the practice 
card which you received with Lesson 3. Have the child 
draw them and cut them out of cardboard and color them. 

Exercise No. 62 

Teach the child the words of the child's Code List, 
which stand for the numbers 1 to 10. Have it practice 
with these so it can use them interchangeably. Add ten 
more of the list occasionally, until the child knows the 

Page Seventy 



figure value of every word of the list, and the word for 
each number from i to ioo. See to it that the child 
understands why DEER is 14, and why ARMY is used 
for 43, etc. Have the child reason them out by sound, 
not learn them arbitrarily. 

When you give it errands to remember, give it the 
errands beginning at TIE, and let it associate the errand 
with the proper word for the number, and then tell the 
errands by number. 

As the child grows older, and progresses, show it 
how the Code List as given in Lessons 1-2, found com- 
plete on page 10, of Lesson 2, conforms with the Number 
Code, and teach it to use it to supplement the list already 
learned. 

Game No. 63 — Number Code 

After becoming familiar with the Number Code Lists, 
the game CODE can be very much im- 
proved in its complexity, and conse- 
quently, in its resulting mental de- 
velopment. 

Have the 100 words on one side of 
che cards and the corresponding num- 
bers from I to 100 on the reverse side, 
as illustrated. Either list can be used. 

Have all cards in draw piles, in the 
hand, and reserve piles with words up 
and visible — numbers down. Start by 
playing the cards in the middle of the 




Page Seventy-one 




table with the numbers up. All begin- 
aing cards must bear numbers ending 
in I. The one playing plays the next 
card word up, upon the pile ; then if 
no one calls "CODE," turns the card 
over. If it should* not be the follow- 
ing consecutive number, the card must 
be replaced in player's hand and player 
ceases playing, with no penalty. If, 
when the word is played, some other 
player calls "CODE," before the card 
is turned over, then, if correct, in his 
objection, he is entitled to give the 
player a card from his hand. The game is played through 
and scored as in CODE, but has the added value of re- 
quiring the players to know the number value of all the 
words. 

It will still enlarge the game if it is played "double" — 
that is, with two rows of playing cards, one row begin- 
ning with the card numbers ending in I, and playing up 
to 10; the other row beginning with the card numbers 
ending in o, and playing down to I — i. e., 20, 19, 18, 17, 
16, 15, 14, etc. Players must then remember which way 
the different rows are playing and can be called for 
playing on the wrong piles. 

Game No. 64 — The Number Game 

This game will assist in learning the number value 
of the words and the word for each number. Shuffle 
the cards used in CODE, and have one person hold these 



Page Seventy-two 



cards in his lap, out of sight of the others. This person, 
who is the dealer, should turn all the cards with the 
words up and read the word on the top card. The first 
one who tells the proper number value of the word gets 
the card. In this way go through the entire pack, each 
person retaining the cards, which he obtains by first 
speaking the number. The one holding the most cards 
at the end of the game is the dealer for the next game. 

The same game may be played by reading the num- 
bers and seeing who can first speak the word on the back. 

Game No. 65 — SOLITAIRE 

If you wish to practice alone, take the CODE cards, 
shuffle with the words up, noting the time when you 
begin. See how quickly you can go through the entire 
set, naming the number for the word. Then reverse the 
process and name the word for the number. 

Now try it again and see if you can cut at least thirty 
seconds off the time. Keep record of the time required 
to go each way and strive continuously to reduce it. 
Keep at this until you can go through the set in two and 
one-half minutes or less. 



Page S event y-thrci 



Clhsipfa 3 Fwe 

Definite Instructions for School Work 

The principles of visualization and memory as they 
have been given in this Natural Method of Memory 
Training are universally applicable to any need of the 
child in school. They are principles that will apply every- 
where. The object of this training should be to enable 
the child to apply the principles for itself. 

It is best for the child to make its own applications, 
and should make its own pictures and words whenever 
it is possible. You should suggest and aid, but should 
NOT do the work. The one w T ho does the work gets 
the development and profits most. The child will re- 
member the ideas which it works out itself more easily 
than those worked out for it, even though they may be 
better. 

The following pages will be given over to suggestive 
ideas as to how the principles may be applied to dif- 
ferent lessons. Only a few concrete illustrations will be 
given, as the working out of the details would rob the 
child of the opportunity and development to come from 
doing the work itsdf. 

Page Seventy-four 



Reading 

Children always learn the Alphabet by pictures. Al- 
phabet books and blocks are made this way. This is be- 
cause the child learns easily and quickly by this method. 
What is true in the early years is true in the later ones 
as well. Do not allow the child to get away from this 
principle of learning by pictures. Follow the plan of 
teaching everything possible by sight. Go out of your 
way if necessary to show the child the thing that it is 
reading about. 

As you read the stories the child should pause now 
and then and see the pictures in its mind's eye. When 
it learns to read for itself have it pause in the same way. 
Do enough of this so that the child will form the habit. 
Follow the principles of Visual-Reading given in Lesson 
5 and have it make large moving-pictures. Have the 
child visually review the picture given in the book to 
illustrate the story, as well as making additional pic- 
tures of its own. By "visually review" is meant to see 
the picture clearly in the mind's eye while the book is 
closed. 

You should study Lesson 5 as far as trie Supplement 
D, if you have not already done so, to get the proper 
realization of the importance of insisting that the child 
form the habit of picturing what it reads. This habit, if 
formed early in life, will almost entirely correct the dif- 
ficulty which so many find in remembering what they 
read. The child will then naturally apply these prin- 

Page Seventy- five 



ciples in studying geography and history where it will 
be found to be of special value. 

Teach the child that the purpose of words is to convey 
pictures to the mind. Teach it also to continuously form 
pictures and thus to avoid forming the habit of allowing 
the mind to wander while the eye reads. This will teach 
it to keep the mind alert and awake, and it will have no 
difficulty with Reading, or remembering what it reads. 

Spelling and Grammar 

Study first the reference made to Spelling in Lesson 5, 
pages 43 to 45. Teach the child to visualize the words 
which it has each day in its spelling lesson. You may 
not be able to visualize them yourself, but if you have 
started early in training the child it will have no difficulty 
in doing so. Exaggeration should be used as an aid in 
spelling. It will be easier to see the words printed in 
letters from three to six feet high on the wall of the 
room, than to see them in pica type on the paper. If 
the child has difficulty in visualizing the words in the 
spelling lesson have it exaggerate and color them in its 
mind's eye pictures. 

Have the child take a piece of scratch paper and col- 
ored crayons and print the difficult words in large letters, 
using two colors, one for consonants and the other for 
vowels. If the child has difficulty in learning the sequence 
of "ie" and "ei" have him follow the plan illustrated on 
page 44 of Lesson 5, using two strong colors, such as 

Page Seventy-six 



red and blue, for the two vowels. Have the child print 
all of the words with which it has difficulty, using red 
for the "e" and blue for the "i." This color impression, 
combined with the enlarged letter, will overcome the 
difficulty. 

Exercise No. 66 

To help the child become sure of itself write a list 
of words spelled incorrectly. Have the child go over 
them and correct them or tell what the error is. 

Rules for Spelling 

Spelling rules should be learned by making visual 
pictures of the thing to which the rule applies and not 
by simply learning a group of words, the meaning of 
which sometimes is not fully appreciated. 

An Example 

Rule — Final "y" when preceded by a consonant is 
changed to "i" before any suffix not beginning with "i." 

To learn this rule have the child print out a few ex- 
amples, as follows, enlarging and striking out the im- 
portant letters : 

suppL/-ied deN^-ied supply-Ing 

R u l e — Final "y" preceded by a vowel is not changed 
to "i" before any suffix beginning with a vowel. 

PlAy-ed delAy-ed 

Page Seventy-seven 



Follow this plan in learning all rules of spelling. 

Exercise No. 67 — LEARNING SYNONYMS 

To help the child remember synonyms and to increase 
its vocabulary write a list of words and have it write 
opposite as many words of similar meaning as it can. 
AN EXAMPLE: 

HOUSE — residence — building < — dwelling — abode. 
TRAVEL — journey — trip — tour. 

Exercise No. 68 — ENLARGING THE VOCABULARY 

To increase the child's vocabulary, in addition to the 
exercises previously given on synonyms, write or give 
the child orally the definition and have the child think of 
as many words as possible which the definition will cover. 

AN EXAMPLE: 

"A container of books" — Library — bookshelf — 
bookcase — sectional bookcase. 

"A thing to sleep upon" — Bed — couch — cot — sofa 
— hammock. 

Game No. 69 — THE WORD GAME 

Have a group sit around the room and then begin 
by selecting a letter and a suffix, as B - ing. The one at 
the left starts the game by saying to the one on its left, 
"The soldiers are coming." The one at the left asks, 
"How are they coming? ,, The first replies in one word, 

Page Seventy-eight 



beginning with B and ending with "ing." For example : 
Buzzing — Bleating — Braying — Blushing. Each player 
must think of a word to give as its answer. It must 
remember all the words that have been given and must 
answer inside the limit of ten seconds after the other has 
said, "How are they coming." Any word can be used 
that is in the dictionary. If a player cannot answer in 
ten seconds it must sit on the floor of the room and pay 
a forfeit to the timekeeper. 

This game can be varied in a great many ways, the 
words can begin with any letter and end with any suffix, 
or begin with any prefex. 

Rules for Grammar 

Rules of grammar may be easily learned by applying 
the same principle of visualization as given in learning 
the rules of spelling. Write out the example, put in the 
words, punctuations, etc., enlarge and color them. 

Studying Geography 

Most children would like the study of geography if 
it was given to them in story form and pictured as much 
as possible. This idea is being largely followed by some 
new editions of school geographies. Teach the child to 
make the pictures found in geography permanent by 
visual review. Be sure that it can see clearly in its mind 
the thing that it is studying. 

Page Seventy-nine 



AN EXAMPLE: 

When the child is studying about an isthmus, if there 
is no picture in the geography of an isthmus find one 
elsewhere. Have the child notice clearly that "An Isth- 
mus is a narrow strip of land connecting two larger 
bodies of land." Take the outline maps and have the 
child go over them and point out all the examples of the 
isthmus. Now have it take a pencil and paper and draw 
an isthmus. Have it repeat the definition as the teacher 
wishes it to be learned, but be sure that it can SEE and 
explain it in its own words. 

Fix one definite illustration of each geographical divi- 
sion in the child's mind. Use the Isthmus of Panama 
for the isthmus, explain to the child that this location 
was selected for the Panama Canal because it was a nar- 
row strip of land, etc. Make it interesting by stories. 

In your walks with the children through the country 
take every opportunity to explain the different geographi- 
cal formations. Find an illustration of an isthmus, even 
if it is only in a small puddle, or if you have to make one 
in the back yard with a shovel and a pail of water. The 
sand-box method has always been a successful method of 
teaching geography, because it is visual. 

Read what is given in Lesson 5, pages 40 to 42, and 
follow this plan in teaching the child to visualize, and 
draw an outline of all continents, islands, countries, states 
and even counties. In studying the map of the United 

Page Eighty 



States, the shape of the state and the location of the prin- 
cipal cities should be taught in the same way. 

Exercise No. 70 — Geography Puzzle 

Lay a map of the United States on a piece of card- 
board and trace the outline of each state ; then cut out 
the states with a sharp knife. Have the child first learn 
to name the states by seeing the pieces of cardboard. 
Then let it learn to put the pieces together, naming the 
States as it does so. This plan can be followed in study- 
ing the counties in your state, and wherever else desired. 

Exercise No. 71 —THE BLANK MAP 

Another method of teaching the states and their ar- 
rangement is to have an outline map on blank paper and 
have the child write in the names of each State. This 
can also be done with the different countries of Europe 
and Asia. 

Game No. 72 — GEOGRAPHY GAME 

Have the child follow the travelers in the following 
story by actually seeing the geographical formation. Then 
have it repeat the itinerary by referring to the picture of 
the geographical locations where the persons went. You 
will find that it can visualize the isthmus, plateau, etc., 
only after having a clear knowledge of what an isthmus 
is. This repeated visualization will make a lasting im- 
pression upon the mind as it repeats the journey. Let 
the child tell in its own language what each looks like. 

Page Eighty -one 



Geography Story 

A man and a boy were out sailing, and a strong wind 
blew them ashore on a POINT, opposite a small 
ISLAND. They dragged their boat across an ISTHMUS 
and soon reached the PENINSULA, where they landed 
in a BAY. They started out in opposite directions look- 
ing for a SPRING. The boy followed up a RAVINE to 
the top of the HILL and found he was on a PLATEAU. 
He started around a POND and became lost in a 
SWAMP. He came out on a PRAIRIE and went to a 
VILLAGE, where he found that he could return by fol- 
lowing the CREEK through the VALLEY. He came to 
a LAKE and made a raft, on which he floated down a 
RIVER until he stranded on a DELTA. He waded to 
the shore and was soon back to the boat. 

The man had climbed a MOUNTAIN and looked out 
over the DESERT, where he saw an OASIS. Then he 
climbed over a CLIFF and followed a CANYON back 
to the BAY. 

Exercise No. 73 — Travel Game 

Give the child the blank outline of the country in 
which you are going to tell the story of your travel. 
Have the child locate on the blank map each town you 
visit and draw a line from one city to another, showing 
what route was followed. 



Page Eighty-two 




AN EXAMPLE: England. 

I went to England and landed at Liverpool. I went 
by rail from there to London, stopping one day at Glou- 
cester. From London I went by water to Portsmouth. 

In this story you can ask the 
child to tell you what kind of houses 
the inhabitants live in. You can take 
a ship with you and be collecting a 
cargo. Ask the child what local prod- 
ucts are most easily found and other 
questions which will bring out the 
products, the customs and the com- 
merce of the country in which your 
travel story is located. 

To learn cities, counties, or other 
information in list form, follow the suggestions for learn- 
ing the names of streets on page 49, Lesson 5, and postal 
stations, page 43 of Supplement E. 

Studying History 

The study of History is largely a matter of Remem- 
bering what you read. Children who have difficulty in 
remembering what they read as a rule do not like to 
study History. The lesson made into a visual picture 
will fix the points in mind with one reading, but this 
reading must not be careless or hasty. Help the child 
to read slowly and to pause long enough to make the 
mind's eye picture of each circumstance and change. It 



Page Eighty-three 



will help to take a piece of paper and draw the scene of 
the battle. Mark in roughly the hills and mountains and 
rivers. Show the positions of the opposing armies, then 
roughly sketch the changes which take place. This draw- 
ing will help the child greatly in making a definite picture 
impression. 

Remembering Dates 

This troublesome matter is easily mastered when the 
child understands the use of the Number Code as given 
in Lesson 3. Special reference is made on pages 69 to 72 
of the application of the Number Code to the remem- 
bering of History dates. This principle can be applied in 
every case. As a rule, the century in which the date 
occurs is not confusing, and the effort can be confined 
to the particular years. For example, to remember the 
date of the Battle of Bunker Hill it is only necessary to 
remember "75" f° r the year, as every student will know 
it was in 1775 and not 1875 or 1675. 

A boy 12 years of age learned more History dates in 
one week after knowing how to use the Number Code 
than he had ever learned before. The knowledge of how 
to visualize the lesson and how to remember the dates 
will overcome any prejudice or any difficulty the child 
may have with History lessons. 

In learning the successive reigns of Kings or rulers, 
use the Reminder Method, as illustrated, in learning the 
name of the Presidents of the United States, page 29, 

Page Eighty-jour 



Supplement E, or the idea of INITIALING on page 47 
of Lesson 5. This idea is further illustrated by the use 
of the HITCHING POST method in learning the books 
of the Bible on pages 51 to 56 of Supplement E. This 
example contains a combination of HITCHING POSTS 
to keep the sequence, the use of a REMINDER for the 
thing to be remembered. The Number Code should be 
used to remember the dates. 

EXAMPLE: English Kings at End of Feudalism. The 
War of the Roses. 



Order King . 
1. Henry IV. 



2. Henry V. 

3. Henry VI. 



Date Code No. King Date of Reign 
1399-1413 TIE — Henry's hair — to 
mop up — the red 
ham. 
1413-1422 SNOW — Henry lie — tore- 
deem — true nun. 
1422-1461 HOME — Henry show — 
true nun — to our 
chateau. 

4. Edward IV. 1461-1483 WIRE — Edward wear — 

to our chateau — 
true fame. 

5. Edward V. 1483 WHEEL — Edward hail- 

true fame. 

6. Richard II. 1483-1485 SASH — Richard no- 

true fame — dare 
fail. 



Page Eighty-five 



Here the Code word TIE stands for i, the first king — 
Henry's hair for Henry fourth-^- to mop up is 1399, and 
the red ham is 141 3. The whole can easily be visualized 
in a picture — Tie Henry's hair to mop up the red ham. 
A peculiar idea, indeed, but it will accomplish the pur- 
pose. Use the same plan for all similar purposes. 

Mathematics 

The rules of Mathematics should be learned by the 
same plan given for the rules of Spelling. Work out 
enlarged examples. The children are taught their first 
ideas of fractions by the division of an apple or some 
other object. They learn easily how to add and subtract 
by having a group of marbles to take away from and 
add to. Counting boards have been used to good advan- 
tage. All of these are methods of teaching through the 
eye and should not be abandoned. In every case possible 
work out the problem first with objects rather than 
figures. 

Many children get the idea that the problem cannot 
be worked unless the exact "Rule in the book" is fol- 
lowed. See to it that your children get a broader idea, 
and that they understand the reason for doing a thing. 
The only training in mathematics that is of value after 
the school days are over is that where we understand the 
reason and have worked out for ourselves the correct 
results independent of any set rule for working the 
problem. 

Page Eighty-six 



Read the story of the boy who could not remember 
that "seven and four are eleven" on page 39 of Lesson 5. 
Notice how this difficulty was corrected by teaching the 
child to visualize the result. 

Familiarity with the Number Code will help the child 
to substitute an object for a number which is to be car- 
ried over or held in mind until some other part of the 
problem has been worked. 

This idea will be particularly helpful in Mental Arith- 
metic. Teach it to mentally see all of the problems that 
it tries to work. Use the idea suggested previously in 
this book of writing the figures on an imaginary black- 
board with chalk. 

The practice given in quick mental reaction and sus- 
tained mental pictures on page 56 of this book should 
be continued as an aid to working problems of mental 
arithmetic. 

Geometry — Physics — Chemistry 

The same practice given for seeing problems in mental 
arithmetic will be of great assistance in remembering 
problems in Geometry and the formulas of Physics and 
Chemistry and the logarithms of Trigonometry. The 
visual mind which the child will now have well developed 
will easily carry the problems and figures of geometry, 
etc. 

One student tells how easily he remembered chemi- 
cal formulas by picturing the attraction and combining 

Page Eighty -seven 



of the atoms which made up the formula. Some inter- 
esting examples and the method of applying the Number 
Code to this matter is found on pages 71 to 73 of Sup- 
plement E. 

Foreign Languages 

The most difficult thing in studying the foreign lan- 
guage is to remember the vocabulary. This will not be 
so difficult for the child who has developed the visual 
memory. 

In most cases the vocabularies can be made com- 
paratively simple by applying the principle given on 
pages 50 to 58 of Lesson 5, which is based on the use 
of the REMINDER. The exercise given previously for 
synonyms can be used now for vocabulary. In every 
case possible let the child select its own Reminder, and 
draw upon its own initiative for ideas and help. 

Robert's Rules of Order 

For future use and also for practice in visualization 
and the use of the HITCHING POST have the child 
learn Robert's Rules of Order as given on pages 44 to 
49 of Supplement E. After having been learned this 
should be reviewed occasionally so that the child. will 
always be accurate in their use. 

Page Eighty-eight 



Studying Music 

The visual memory is the best memory for music. 
Most musicians who learn music readily and remember 
it well have the visual memory. They can see the page, 
the bar and the notes in the mind's eye. This ability can 
be developed in the child by the use of the exercises 
given in the first part of this book. When the child 
begins to study music then give part of the time for 
practice to visualizing and memorizing music. 

Exercise No. 74 

First teach the child to visualize a perfect cleff. Draw 
imperfect ones on paper or slate, have the child tell what 
is the matter with them. Draw different notes and have 
it become thoroughly familiar with them by reproducing 
them. Have it draw the whole, half, quarter, and eighth 
notes, etc. 

Exercise No. 75 

Teach the child the division of time by grouping the 
notes with refernce to beats. Write a line of notes and 
have the child divide them into groups of whole note 
value. Then indicate a certain time % to be followed and 
have the child divide other rows of notes into bars in 
accordance with the time indicated. 

Exercise No. 76 
Teach the child the different rests by the same visual 
process. Have the child w r rite bars of music, using the 
different rests and completing the bar of giving time 

Page Eighty -nine 



by filling in with the proper notes. Teach the use of 
sharps and flats and the different signatures by the same 
visual process. Let all practice be simple in the begin- 
ning and increase in complexity as it grows older. 

Teach the child to combine the eye and the ear in 
musical practice. Have it transfer ear impressions to 
visual ones by seeing the notes on the staff as it hears the 
tones. Write a few bars of a familiar tune, have the child 
tell what it is. 

Further suggestions will be found on pages 40 to 43 
in Supplement E, which will aid in Remembering Music. 

Remembering What You Hear 

For the purpose of retaining instructions and lectures 
given in school the child should be trained along the lines 
suggested on page 35 of Lesson 5, which deals with re- 
membering what you hear. When giving instructions or 
explaining a matter it is very common for us to use the 
expression "Do you see?" The fact of the matter is 
"seeing is understanding." Apply this principle and teach 
the child to transfer impressions and ideas received 
through the ear to visual pictures and to impress the 
matter upon its mind by the visual method. 

Exercise No. 77 

Read or tell stories of travel, have the children asso- 
ciate each point visited with a word of the Code List, 
then let one begin with the first and recall the points in 

Page Ninety 



accurate order. In this way the child will learn to make 
outlines in its mind of the thing it hears. Have the 
child practice at every talk, sermon or lecture it attends, 
so that it can accomplish this fact easily and quickly. 

Speaking in Public 

When you have trained your child's memory and 
created in his mind a / feeling of confidence that it can 
remember what it wishes to say, there will be very little 
embarrassment connected with speaking in public. 

Teach the child to use the Hitching Post idea in all 
matters of public speaking. Suggestions along the line 
of making and learning outlines will be found on pages 
40 to 42 and on 48-49 of Lesson 2, and further ideas on 
pages 37 to 41 of Lesson 3. 

Review for Permanency 

A single impression made upon the mind, even though 
made by the visual method, will not insure a permanent 
memory. Repetition is necessary to strengthen the im- 
pression. All repetition should be made by visualizing 
the same picture as originally made. 

The suggestion given on page 74 of Supplement E, 
"The Review of the Day's Activities/' should be used with 
the children and applied to their school work. The child 
should sit down quietly for a few moments and go over 
the day's work in school. All new facts and ideas should 
be reviewed. All pictures made in the use of the Num- 

Pagc Ninety -one 



ber Code should be reviewed. This will help to fix the 
lessons of the day more firmly in the mind, and a single 
review of this kind will save the child from "losing" 
many of the things which it learns. This review gone 
through with two or three times while the information 
is fresh in mind will almost entirely eliminate the neces- 
sity of "Cramming for exams." At the same time it will 
greatly increase the powers of memory. 

The value of imagination in later years is referred to 
on pages 20 and 21 of Lesson 1. Children have very 
lively imaginations. They can entertain themselves 
easily by imaginary pictures, which we sometimes call 
day-dreaming. This tendency upon the part of the child 
should not be discouraged, but should be guided. 

The child's falsehoods are very often simple fusions 
of ideas. The child's imagination will enlarge the origi- 
nal pictures impression, and it is simply unable to distin- 
guish between the new enlarged pictures and the original. 

The cause of this difficulty is a lack of definite obser- 
vation and attention. It sees so many new, bewildering 
and interesting things that it does not remember just 
which ones it saw together. Many of the falsehoods 
told by children if carefully studied will be found to be 
simply combinations of the things the child has seen 
different places at different times. The development of 
Observation and Definite Visual picturing carefully re- 
viewed at the close of the day will correct this difficulty 
when punishment cannot. This tendency in small chil- 

Page Ninety-two 



dren is usually "outgrown," which simply means that as 
the mind develops it holds clearer pictures and more 
accurate knowledge. It becomes more accurate. The 
difficulty was not a tendency to falsify, but simply in- 
ability to Observe and Remember. 

All planning power of the future is dependent upon 
the faculty of imagination. The parent should encourage 
rather than discourage the child's use of it, and be lib- 
eral rather than exacting with the apparent falsehoods of 
young children. Carefully point out the error and help 
the child develop definite pictures and your worries will 
cease. 

Imagination is of two kinds, Productive and Repro- 
ductive. When you "make up" a story for the child you 
use your "productive" imagination. You produce a new 
combination of objects, etc. When the child sees the 
picture in his own mind he reproduces the thing that 
you have produced, and to do this uses its Reproductive 
Imagination. 

All new ideas and inventions are the result of Pro- 
ductive imagination and are the combinations of things 
which have existed but not in this new form. Older 
children should be taught the value of productive imagi- 
nation. This can easily be stimulated by having them 
plan new games made up of different parts of games 
which they have played. 

Show the child the result of Productive Imagination 
in the combination of two simple facts into a new and 

Page Nincty-thrcc 



more useful one. Examples of this idea are the pencil- 
eraser, which is a simple combination of two things, a 
pencil and an eraser. At one time the pencil and the 
eraser were separate. The usefulness of both has been 
increased by combining them. The Ingersoll's have made 
a fortune by combining the two ideas — DOLLAR and 
WATCH. 

Other examples of this idea are too numerous to 
mention and will suggest themselves to your mind at 
once. Boys, especially, are easily trained in creating new 
ideas out of old ones. 



Remembering Names and Faces 

The principles of memory which have been used to 
accomplish other results are equally available in this 
important matter of remembering names. 

When you meet a stranger you get a mind's eye pic- 
ture of the stranger's face placed upon your brain. All 
faces become pictures in the mind. The next step should 
be the transferring of the ear impression % of the name 
as you hear it into a mind's eye impression of the mean- 
ing of the name. Then you will have two mind's eye 
impressions — one of the face and one of the name. 

To carry out the principle of memory, you should 
bring these two impressions together in your mind; see 
them at the same time. See the mind's eye picture of 

Page Ninety-four 



the person's name and in this picture see clearly the 
face. Thus you have associated the face picture and the 
name picture together. 

In this case the face picture becomes your "Hitch- 
ing Post" — the known knowledge — and associated with 
it is the picture of the name. When the face comes be- 
fore you a second time, it will bring with it the asso- 
ciated mind's eye picture of the name, just as you see 
the WINE when you see the HUT; or in the hitching 
post idea, the HUT brings the errand. 

In this case, where the face and the name are asso- 
ciated together, the face is the hitching post and the fa- 
miliar face brings with it the picture of the name. 

Give the child the ideas from Lesson 4 to supplement, 
or make more clear and definite use of this idea of hitch- 
ing the name and the face together. Have the child oc- 
casionally review the names and see the mind's eye pic- 
ture of the faces of the people it has recently met. A 
little definite practice of this kind will keep before the 
child the importance of remembering names of the peo- 
ple it meets, and from much embarrassment and difficulty 
in the future. 

Learning the Telegraphic Code 

An interesting and valuable application of the A, B, 
C, Hitching Posts and Visualization is made on the fol- 
lowing pages as a basis of learning the International 
Code as used by the army and navy. 

Page Ninety-five 



Many persons have learned the Code in a few hours 
by this method, where it has taken days to master it by 
repetition. The Morse Code has only a few changes and 
can be learned by the same plan. 

The Code in Pyramid Signal Form 



I 


2 


3 


4 


E. 


T- 


R . - . 


K-. - 


I .. 


M-- 


L . - .. 


Y - . - - 


S . .. 


O— - 


P . --. 


C- . - . 


H ... 






X- .. - 


A 


N- . 


U.. - 


G-- . 


W /-- 


D- .. 


F .. - . 


Z--.. 


J--- 


- B - . . . 


V ... - 


Q--.- 



Note the pyramid arrangement of the signals in 
groups of three and four. Also note that the signals in 
columns I and 3 begin with DOTS, and those in columns 
2 and 4 begin with DASHES. Note that the signals in 
the adjacent columns are opposites. A is . - opposite in 
the adjacent column is - . N. 

Learn the signals in groups as arranged. 

As it is more difficult to translate from signal to let- 
ter, the following instructions are based upon learning 
from signal to letter. To learn in this manner will 
shorten the time necessary in becoming able to "receive" 
messages. Follow the instructions closely. 

Page Ninety-six 



How to Learn the Code 

Each DOT or DASH of the signal is to be represented 
by an object which you can see or visualize. The alpha- 
bet letter is represented by an object beginning with 
that letter. 

The signal objects and the letter objects are then 
grouped into a picture. This picture visualized and re- 
viewed a few times can easily be recalled either from 
letter to signal, or from signal to letter. 

In all signals beginning with a DOT or DOTS, the 
dots are represented by big yellow oranges and the dashes 
by thick board planks. 

In all signals beginning with a DASH or DASHES, 
the dashes are represented by baseball bats, and the dots 
by big red apples. 

Picture Illustration 




A in this picture is represented by an ANT. The dot 
is represented by an ORANGE, on which the PLANK 
is resting, the plank represents the dash. Down the plank- 
walks an Ant. See the picture and the motion of the 
Ant walking on the plank. See all pictures large in size 
and in motion. To close your eyes will help you see the 



Pa ye Ninety-seven 



picture clearly. In each case make a large-moving-car- 
toon of the objects. Review by seeing the same picture 
each time. ANT-ORANGE-PLANK, . - is A. 

B is a honey Bee, with a BAT (dash) batting three 
APPLES (dots) along the ground. See the BEE-BAT- 
APPLE-APPLE-APPLE. - ... is B. 

C is a Cannon out of which is being shot a BAT 
(dash), an APPLE (dot), a BAT (dash) and an APPLE 
(dot). See the CANNON-BAT-APPLE-BAT-APPLE. 
- . - . is C. 

In the same manner see clearly the pictures described 
for the code signals following: 

. E An orange balanced on the smokestack of an 
Engine, . is E. 
. . I Two oranges rolled at an Ink bottle. See ink 
spilled on the oranges, . . is I. 
. . . S ■ Three oranges sticking in a Snowdrift. See 
bright yellow oranges, , . . is S. * 
. . . . H Four oranges, one between each of the fingers 
of your Hand, .... is H. 

. - A An orange, a plank, and an Ant, as pictured 
above. 

. - - W An orange with two planks leaning on it, along 
comes a Wolf, runs up one plank and down the 
other, . - - is W. 

Page Ninety-eight 



- - J A Jockey picks up a big yellow orange and 

carries it across the street by walking upon 
three planks laid zig-zag, . is J. 

- . R An orange on each end of a plank, a Rat is 

carrying the plank in his mouth, . - . is R. 

. L An orange on the left end of a plank and two 
oranges on the other end, all are balanced on 
the "back of a Lamb, . - . . is L. 

. P An orange placed on the ground by a Pig, he 
then walks across two planks and places an 
orange at the other end, . --. is P. 

. - U Two oranges floating on the sea, up comes a 
U-boat, pushes them apart and crashes in to a 
plank, . . - is U. 

- . F Two oranges on the left end of a plank and one 

on the other end, a Fire burns the plank in 
two, see the oranges roll into the fire> . . - . 
is F. 

(Note the difference in location of the two 
oranges in L and F.) 

. - V Three oranges hanging on a Vine, you take a 
plank and knock them off, ... - is V. 

- T A bat used for pounding Tea leaves, - is T. 

- M Two bats being swung in the air by a wild 

Monkey, - - is M. 

O Three bats stacked on end, along comes an Owl 
and carries them away, is O. 

Page Ninety-nine 



- . N A bat being used to knock an apple from a 

tree by a Nun, - . is N. 
. . D A bat used to bat two apples against a Door, 

- . . is D. 
. . B A bat and three apples pictured with a Bee, as 

given above, - ... is B. 

. - K A bat sticking in one side of a Kettle and a big 
apple between it and another bat on the other 
side of the kettle, - . - is K. 

- - Y A bat used to bat an apple into the YMCA hut, 

two fellows inside pick up two more bats and 
swing at the apple as it passes, - . - -- is Y. 

- . C A bat, an apple, a bat and an apple pictured 

with a Cannon above, - . - . is C. 
. - X A Bat, two apples and a bat laid out upon a 
table to be photographed by an X-Ray ma- 
chine, - . . - is X. 

- . G Two bats leaning together with an apple swing- 

ing between, along comes a Goose and grabs 

the apple, - - . is G. 
. . Z Two bats with two apples tied on the other end 

and swung over the back of a Zebra, the bats 

on one side, the apples on the other, - - . . is Z. 
. - Q Two bats and an apple rolled into a Quilt and 

swung on the end of another bat to carry over 

your shoulder, - - . - is Q. 



Page One hundred 



Go over the pictures a section at a time as pyramided. 
See them in large size and in motion. Do this several 
times. Have some one call the signal to you. You see 
the ORANGES and PLANKS or the BATS and 
APPLES and the picture they form. The object pictured 
with them brings the corresponding letter to you. 

Note that all signals beginning with a DOT are pic- 
tured with ORANGES and PLANKS. All signals be- 
ginning with a DASH are pictured with BATS and 
APPLES. 

By this simple method you are guided at once to 
your picture. When this signal is given . . - at once 
you know it is two oranges and a plank. This brings 
the picture of the U-boat dashing between the oranges 
and striking the plank. After a few repetitions the pro- 
cess will become instantaneous. 

Go over the alphabet forward and backward, in each 
case SEEING and speaking the object used to represent 
the letter. Thus: 



A— Ant 
B— Bee 
C — Cannon 
D— Door 
E — Engine 



F — Fire 
G — Goose 
H— Hand 
I— Ink 
J — Jockey 
U— U-Boat 
V— Vine 
W— Wolf 



K— Kettle 

L — Lamb 

M — Monkey 

N— Nun 

O— Owl 

X— X-Ray 
Y— YMCA 
Z — Zebra 



P— Pig 

Q-Quiit 

R— Rat 
S — Snow 
T— Tea 



Page One hundred and one 



For practice go over the alphabet and see the object 
and picture of the signal. Thus, A — Ant, see the ant 
walking down the plank which is resting on the orange. 
Repeat the signal A — Orange, Plank. Do this a few 
times till all pictures are clear and come quickly. 

Let all your alphabetical practice be by seeing the 
picture arid speaking the signal. Thus, A, see the pic- 
ture and speak the signal Dot, Dash. 

See to it that most of your practice is from signal to 
letter. This is "receiving" and requires the most practice. 

In your odd moments go over the signals, thus, 
two bats and apple and a bat (wrapped in a Quilt) O. 
. - - An orange and two planks (the Wolf walks over) W. 

Pictures insure accuracy, depend upon the pic- 
ture. Practice is the only possible method of 
developing speed. 



Page One hundred and two 



A Lasib Wbmdl 



"Memory is the foundation without which there can 
be no structure of knowledge/' On the other hand, there 
can be a good foundation and very little structure. The 
story is told of a fool who was placed under the charge 
of a country clergyman. The young fellow would sit in 
church on the Sabbath and was able to remember almost 
every word of the sermon. He could tell afterwards 
where every one sat, and what they wore, but he was 
good for very little of anything else. 

A reporter in the House of Commons could sit for 
hours without taking notes and write the full speeches 
for his paper, but he had very poor judgment and was 
an utter failure in life. 

Do not neglect the development of your child's mem- 
ory, but do not go to the extreme so that you neglect 
other important factors of mentality and character. Strive 
always to give the child a fully rounded education and 
development. Develop the child's common senses; make 
them keen, alert and useful, and he will not lack in com- 
mon sense. 

Great buildings, great characters, great minds and 
great memories are not built in a day. But a few min- 
utes a day of persistent effort will win. In the words of 
Michael Angelo: "Trifles make perfection, but perfection 
is no trifle. " 

Page One hundred and three 



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